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REPORT 



ELEMENTARY PUBLIC INSTRUCTION 



MADE TO THE 



THIRTY-SIXTH GENERAL ASSEMBLY 



STATE OF OHIO, 

DECEMBER 19, 1837. 



BY C. E. STOWE. 



COLUMBUS: 

SAMUEL MEDARY, PRINTER TO THE STATE 

1837. 



REPORT 



o n 



ELEMENTARY PUBLIC INSTRUCTION 



To HIS Excellency the Governor and the Honorable 

The General Assembly of the State of Ohio: 

In March, lese, jusi before I emDarked roi Europe, I received a 
communication from Governor Lucas, with the great seal of the State, 
enclosing the following resolves of the General Assembly, toioit: 

^'■Resolved by the General Assemhly of the State of Ohio, That C. 
E. Stowe, Professor in one of the Literary Institutions of this State, 
be requested to collect, during the progress of his contemplated tour in 
Europe, such facts and information as he may deem useful to the 
State, in relation to the various systems of public instruction and edu- 
cation, which have been adopted in the several countries through 
which he may pass, and make report thereof, with such practical ob- 
servations as he may think proper, to the next General Assembly. 

'■'■Resolved, That his Excellency the Governor be requested to 
transmit a certified copy of the foregoing proceedings to Professor 
Stowe." 

In pursuance of the above resolutions, I communicated the inten- 
tion of the General Assembly to Hon. A. Stevenson, the American 
Minister near the British Court, and he very readily furnished me 
with the credentials necessary for the most satisfactory attainment of 
the object of my inquiries. I am also happy to remark that the com- 
munication of Governor Lucas was a ready passport to my free admis- 
sion to every public institution in Europe to which I applied — and 
that my endeavors were seconded in the most encouraging manner by 
all the gentlemen connected with the educational establishments in 
the several countries through which I passed; and the warmest ex- 
pressions of approbation were elicited of the zeal manifested by so 
young a state as Ohio, in the gieat cause of general education. 
Particularly in some of the old communities of central Europe, where 
it happened to be known that I was born in ihe .same year in which 
Ohio became a sovereign State, it seemed to be matter of amusement a« 



well as gratification, that a man who was just as old as the Slate in 
which he lived, had come with official authority to inquire respecting 
the best mode of education for the growing population of his native 
land; and they remarked that our Governor and Legislators must be 
very enlightened and highly cultivated men. When in one instance 
1 informed them that our Governor was a plain farmer, and that a ma- 
jority of our Legislators were of the same occupation, the well 
known line which a Latin poet applies to husbandmen was applied 
to us; 

"0 fortunatos nimium si sua bona norint." 
"Oh happy people if they do but appreciate their own blessings." 

In the progress of my tour I visited England, Scotland, France, 
Prussia, and the different States of Germany; and had opportunity 
to see the celebrated Universities of Cambridge, Oxford, Edinburg, 
Glasgow, Paris, Berlin, Halle, Leipsic, Heidleberg, and some others; 
and I was every where received with the greatest kindness, and every 
desirable facility was afforded me for the promotion of my inquiries. 
But knowing that a solid foundation must be laid before a durable 
superstructure can be reared, and being aware that, on this principle, 
the chififattentinn nf oui Li^jgislaiuic io, and for thp present must be, 
directed to our common schools, my investigation of the Universities 
was comparatively brief — and the most of my time was spent in visit- 
ing the best district schools I could hear of, and also the high schools 
intended for the business education of young men, and the institutions 
for the education of teachers. 

Before I proceed to the result of my inquiries on these topics, I 
would call the attention of the Legislature to some facts of a more 
general nature, which strongly impressed themselves upon my mind 
during the progress of my tour — and which, it seems to me, have a 
very important bearing upon the successful maintenance, if not the 
very existence, of free institutions in our country. I allude particu- 
larly to the wonderful change which has taken place in the policy of 
monarchial governments in respect to the education of the people. 
Formerly it was supposed that despotism could be maintained only 
by a sovereign with an army devoted to his interests, and dependent 
only upon himself for subsistence; an aristocracy which should mono- 
polise the wealth and the intellectual culture of the entire nation; and 
amass of people held in entire ignorance of their rights and privileges 
as men, and condemned to drudge for life for a bare and precarious 
subsistence — the mere dependents and slaves of the higher orders. 
But what is the aspect which the sovereignties of Europe now present? 
— and what is the change which is forcing itself along, even into the 
despotisms of Asia and Africa? Ever since the revolution which sepa- 
rated this country from the British Empire, the idea of popular rights 
has been working its way irresistibly throughout the civilized world: 
and sovereigns who have had the sagacity to see the unavoidable 
results, have adapted their measures to the new aspect of the times. 



A new era in the history of civilization has evidently commenced. 
A despotic king of the Protestant faith, dreading the evils of an igno- 
rant and unbridled democracy, such as was witnessed in the French 
revolution, has now for forty years been pursuing a course of instruc- 
tion for his whole people, more complete, better adapted to develope 
every faculty of the soul, and to bring into action, every capability 
of every kind that may exist, even in the poorest cottage of the most 
obscure corner of his kingdom, than has ever before been imagined. 
Men of the highest order of intellect and most extensive attainments 
are encouraged to devote themselves to the business of teaching: the 
best plans for the furtherance of this object are immediately received 
and generously rewarded; talent and industry, wherever they exist, 
are sought out and promoted; and nothing is left undone that can lielp 
forward this great design. 

The introduction of this system was preceded by political changes, 
which, considered as emanating from the government itself, have 
scarcely a parallel in the history of nations. When Frederick Wil- 
liam III. ascended the throne of Prussia in 1797, the condition of the 
people was in many respects truly deplorable. But immediately upon 
his accession he set about reforniing abuses, and introducing improve- 
ments. The odious religious edict was abolished — the administration 
of justice was thoroughly reformed, and rigid ooonomy introduced into 
the royal household. The exclusive privileges of the nobles were 
taken away, and their power so completely broken that there is now 
no hereditary aristocracy which can interfere with the sovereign, 
or oppress the people. 

In 1810 the peasantry, who before had no ownership in the soil 
which they cultivated, and consequently no independence of character, 
by a royal decree became freeholders on the following terms, namely : 
those who held their lands on perpetual lease, by giving up one-third, 
and those who held them on limited or life leases, by givmg up one- 
half, to the landlord, became the owners in fee simple of the rest. 
The military is now so modelled that every citizen between the ages 
of 18 and 21 is in actual service in the standing army, where he is 
instructed in all that pertains to military life, and then returns to his 
peaceful occupations. Thus the army is made up entirely of citizens — 
and every citizen is a soldier; and there is no such thing as a stand- 
ing army at the entire devotion of the sovereign, and independent of 
the people. 

The prime minister, Hardenberg, in a circular published at the time 
whieh these reforms were in progress, declares, that "the new system 
is based upon the principle, that every subject, personally free, be able 
to raise himself, and develope his powers freely, without let or hin- 
drance from any other; that the public burdens be borne in common 
and in just proportions; that equality before the law, be secured to 
every subject; that justice be rigidly and punctually administered; that 
merit in whatever rank it may be found, be enabled to rise without 
obstacle; that the government be carried on with unity, order, and 
power; that, by the education of the people, and the spread of true 



6 

religion, the general interests, and a national spirit be promoted, as 
the only secure basis of the national vvelfare." 

Another European king of the Roman Catholic faith, Louis of Ba- 
varia, who is connected by marriage with the royal house of Prussia, 
moved by this example, and excited by emulation m behalf both of 
his church and kingdom, is now zealously pushing forward the same 
experiment among his own people, and already the Bavarian schools 
begin to rival the Prussian ; and the University of Berlin finds its 
only equal in that of Munich. Louis has in one thing gone even 
beyond his brother of Prussia, in that he has granted to his people a 
real constitutional representation in the government, a privilege and 
a right which the Prussians have labored in vain to extort from Frede 
rick William. 

Even the Autocrat, Nicholas of Russia, (married to a daughter of 
the Prussian monarch, who inherits much of her father's spirit,) has 
been induced to commence a similar system throughout his vast do- 
minions; and from the reports to the emperor of M. d'Ouvaroff, 
the Russian Minister of Public Instruction, it appears that already 
from Poland to Siberia, and from the White Sea to the regions beyond 
the Caucasus, including the provinces so recently wrested from Persia, 
there are the beginnuigs of a pnmploto ayat'sm of oomi-non school in- 
struction for ihe whole people, to be carried into full execution as fast 
as it is possible to provide the requisite number of qualified teachers. 

Thus three sovereigns, representing the three great divisions of 
Christendom, the Protestant, the Romish, and the Greek, are now 
zealously engaged in doing what despotic sovereigns have seldom done 
before — enlightening and educating their people; and that too with 
better plans of instruction, and a more efficient accomplishment in 
practice than the world has ever before witnessed. Nor is the spirit 
of education confined to these nations. The kingdom of Wirtemberg, 
and the grand duchy of Baden, are not behind Prussia or Bavaria. 
The smaller states of Germany, and even old Austria, are pushing 
forward in the same career; France is all awake; Spain and Italy are 
beginning to open their eyes; the government of England — which has 
hitherto neglected the education of thecomtnon people more than any 
other Protestant country of Europe — is beginning to bestir itself; and 
even the Sultan of Turkey, and the Pacha of Egypt, are looking 
around for well qualified teachers to go among their people. In Lon- 
don and Paris I saw Turks, Arabs, and Greeks, who had been sent by 
their respective governments to these cities, for the express purpose of 
being educated for teachers in their native countries, if not for the 
whole people, at least for the favored few. At Constantinople a society 
has been formed for the promotion of useful knowledge, which pub- 
lishes a monthly journal edited by one of the Turks who studied in 
Paris; and the Sultan now cnTj^loys a French teacher in his capital,- 
whom he especially invited from France. And here too in our own 
country, in the movements of New England, New York, Pennsylva- 
nia, Ohio, Michigan, and several other of the States, we are strongly 
reminded of the educational zeal of the age. 



In short the whole world seems to be awake and combining in one 
simultaneous effort for the spread of education; and sad indeed will be 
the condition of that community which lags behind in this universal 
march. 

But I wish to direct your attention to the influence which these wide 
spread systems of education in the sovereignties of Europe, emanating 
from Prussia, must exert on our own institutions. The sovereigns to 
whom I have alluded, are not only educating the people, but they are 
laying aside the pomp, the trappings, and the lavish expenses of roy- 
alty, and by simplicity, by rigid economy, by an energetic and impar- 
tial administration of the government, are endeavoring to establish 
their thrones in the hearts of their people. 

Frederick William, in his dress, appearance, and whole deportment, 
is as simple and unostentatious as an Ohio farmer; and few of our 
wealthy merchants ride in so plain a carriage, or sleep on so homely a 
bed as the monarch of Prussia. After witnessing the pageantry, the 
pomp and ostentation of the limited monarchy of England, one is 
astonished at the rigid simplicity of the great military despotism of 
central Europe. 

In every stage of instrucfion it is made a prominent object, and one 
which is repeatedly and strenuously insisted on in all the laws per- 
taining to educalir>n^ to awcvkon a, iMUoiiri.l Spirit — to crcatc in the 
youthful mind a warm attachment ta his native land, and its institu- 
tions, and to fix in his affections a decided preference for the peculiari- 
ties of his own country. Indeed the whole plan (which is well 
understood to have originated in Prussia, when the rapid spread of 
i-epublican principles first began to threaten the thrones of Europe,) 
evidently is to unite with the military force which always attends a 
despotism, a strong moral power over the understanding and affections 
of the people. In view of this fact, an able English writer denominates 
the modern kingdom of Prussia, "that wonderful machine of state-craft 
— as a mere machine the most remarkable in existence — on the model 
of which most European governments are gradually proceeding to 
reform themselves." Already has this plan so far succeeded, that 
there is evidently in these countries a growing disregard for i\\Q forms 
of free government, provided the substance be enjoyed in the security 
and prosperity of the people. 

Republicanism can be maintained only by universal intelligence and 
virtue among the people, and disinterestedness and fidelity in the 
rulers. Republics are considered the natural foes to monarchies; and 
where both start up side by side it is taken for granted that the one 
must supplant the other. Hence their watchful jealousy of each other. 
Now when we see monarchies strengthening themselves in the man- 
ner described, are not republics exposed to double danger from vice, 
and neglect of education within themselves? And do not patriotism 
and the necessity of self-preservation, call upon us <-o do more and 
better for the education of our whole people, than any despotic sove- 
reign can do for his ? Did we stand alone — were there no rival govern- 



8 

merits un earth — or if we were surrounded by despotisms of degraded 
and ignorant slaves, like those of the ancient oriental world; even 
then, without intelligence and virtue in the great mass of the people, 
our liberties would pass from us. How emphatically must this be the 
case now, when the whole aspect of things is changed, and monarchies 
have actually stolen a march upon republics in the promotion of popu- 
lar intelligence! 



EFFORTS FOR EDUCATION IN RUSSIA. 

In a former report, which vi^as printed by order of the Legisla- 
ture in 1836, I gave a synopsis of the governmental regulations in 
Prusssia respecting education, and I have not found by investiga- 
tions on the spot, that the statements then made require any es- 
sential modification. [See Appendix A.] I will here, however, 
take the liberty of stating some facts respecting the governmental 
efforts recently made in Russia, to establish a system of popular 
education throughout ihat vast empire. These cannot but be 
deeply interesting to us, since Russia has so many points of resem- 
blance, and of striking contrast, to our own country. Like the U. 
States, her dominion extends over an immense territory, comprising 
almost every variety of soil, climate, productions, and national 
character. Like ours, her educational institutions are comparative- 
ly new, and almost every thing is to be begun in Its elements; and, 
like us, she has received great accessions to her population by im- 
migrants from almost every nation of Europe. Russia is unques- 
tionably the largest and most powerful of despotisms; as the U. 
States is the largest and most powerful of republics: and, while we 
enjoy the greatest political freedom that any government has ever 
permitted, she is held fast by the bonds of a severe autocracy. 
Add to this, Russia is the only European government, with the ex- 
ception of Great Britain, whose territories border on our own. 
The fact, then, that a system of public instruction has been estab- 
lished in the Russian Empire, is one of deep interest to us; and no 
less interesting will it be for us to know something of the nature of 
the system and of the means by which it is carried into operation. 

The general system is that of Prussia, with such modifications 
as are necessary to adapt it to that widely extended and, in some 
parts, semi-barbarous empire. For example, the whole empire is 
divided into provinces, each of which has a University — these pro- 
vinces into academic districts, which are provided with their gym- 
nasia for classical learning, and academies for the higher branches 



of a business education; and these academic districts are again sub- 
divided into school districts, each with its elementary school. As the 
heart of the whole system, there is at St. Petersburg a model 
school for the education of teachers of every grade, for all parts of 
the empire. Of the Universities, six had already gone into opera- 
tion in l<S35, namely: one at St. Petersburg, one at Moscow, one 
at Doi'pat, in Livonia, one at Charkow, east of the river Dnieper, 
one at Kasan, on the W'olga, and one at Kiew. At other points 
Lyceums are established, with courses of study more limited than 
that of the L^^niversities; and tliere is an institution at Moscow, 
especially for the education of the nobiiity. Of course, I shall not 
be understood as recommending for adoption by us whatever I 
speak of with approbation in reference to foreign lands; for the dif- 
ferent circmnstances of nations require entirely different systems. 
It is the part of a wise Legislator to examine all the improvements 
within his reach, and from the whole, to select those parts only 
which are adapted to the peculiar circumstances of the people for 
whom he legislates. 

V The different institutions in Russia are established as fast as the 
circumstances of thp people adiiilt; and oq teachers can be found 
to supply them. At the date of the last report oi tlie Mmisrer of 
Public Instruction, the number of elementary and parish schools 
was about 12,000 — of private schools, 430 — and of gymnasia, 67. 
The govern ir.ental regulations for cherishing in the people a de- 
sire for education, and directing them in the atlainment of it, are 
wisely adapted to the purpose. The Minister of Public Instruc- 
tion publishes a regular periodical journal, in which he gathers up 
all the facts, information and arguments, to which his official station 
gives him access, and circulates them extensively through the na- 
tion. To illustrate the good faith, diligence and liberal-nnndedness 
with which he executes thi's part of his office, I would refer to the 
number of his journal for August, 1835, in which he notices, with 
great approbation, the efforts &f tract societies for the diflusion of 
moral and religious sentiments among the people, and mentions by 
name several ])ub!ications of the American Tract Society, which 
have been translated into Russian, as having reached a tliird edi- 
tion, and as being happily calculated to enlighten the intellect, and 
elevate the character of the people among whom they circulate. If 
the Minister of the Empeior Nicholas s!iows so much readiness to 
re<-eive a good thing even from Democratic Amtrico, we suiely 
will not be sj narrow-minded as to spurn a good idea because it 
happened first to develope itself in Autocratic Russia. As a far- 
ther means of promoting education, every school director and ex- 
aminer undergoes a rigid scrutiny as to his intellectual and moral 
fitness for those important trusts; and every candidate for civil office 

2 — ED. REP 



10 

is strictly examined as to his attainments in those branches of learn- 
ing requisite to the right performance of the official duties to which 
he aspires. ^ As common schools are new in the Russian Empire, 
and as school-houses are to be built in every part of it, the govern- 
ment, knowing the importance of having these houses well planned 
and put up, has appointed an architect, with a salary of lUOO ru- 
bles a year, for every academic district, whose whole business it is 
to superintend the erecting and fitting up of the district school- 
houses in his particular province. When we recollect how many 
of the evils of our district schools result from the bad construction 
and wretched furniture of our school-houses, Jiow completely, by 
these defects, the efforts of the best teachers may be nullified, and 
the minds and health of children, as well as their comfort, destroy- 
ed, we cannot but acknowledge this to be, for a country where every 
thing is to be begun from its foundation, a most judicious arrange- 
ment. 

Canals, and other public improvements of this kind, arc now in 
great demand, and, to further them, an institution has been estab- 
lished for the express purpose of teaching the arts requisite in their 
construction; and younsr •"'=" -^^<^ Jntond to devote themselves to 
this busmess, are taken from the other schools and placed in this 
institution at the public expense. Special provision, also, is made 
for instruction in agriculture, and all the kindred arts, in order that 
the natural resoirrces of the country may be fully developed. That 
religious instruction may be efficient, and, at the same time the rights 
of conscience remain inviolate, clergymen of different christian de- 
nominations, where the circumstances of the people require it, arc 
employed as religious teachers in the schools, their services com- 
pensated by government, and their families provided for, if neces- 
sary. ^ The importance of female teachers is recognized, and every 
encouragement is held out to young ladies to engage in this work. 
Private teachers are subject to the same rules, and the same strict 
inspection, as the teachei\s of public schools; and, what is an im- 
provement on the Prussian plan, if the teacher of a jjrivate school 
becomes superannuated, or dies, in the sei'vice, his family are enti- 
tled to the same privileges as that of a public teacher, and receive 
pensions from the government adequate to their support and educa- 
tion. Thus all classes of ibithful teaehers are regarded and ti-eated 
as public benefactors, and considered as entitled, not merely to a 
bare support Avhile toiling and wearing themselves out in the public 
service, but to national remembrance and gratitude after their work 
is done. 

Though the Emperor of Russia is justly accused of unpardona- 
ble oppression in respect to Poland, yet he does not carry his op- 
pression so far as to deprive the poor Polanders of the benefits of 



11 

education, but is exerting the same laudable zeal to provide teachers 
for Poland as for any other part of his dominions. It has been 
found exceedingly difficult to obtain teachers who are willing to ex- 
ercise their calling in the cold and inhospitable regions of Siberia. 
To facilitate this object, special privileges have been granted to 
Siberian teachers. Siberian young men are admitted to the Uni- 
versity of Kasan free of expense, on condition that they devote a 
certain number of years to the business of school keeping in Sibe- 
ria. To forward the same object, a Sibeiian gentleman, by the 
name of Pohomarew, gives 6000 rubles a year for the support of the 
parish schools of Irkulzk, quite to the north-eastern extremity of 
Siberia, and has obligated himself, for ten years, to pay 500 rubles a 
year more, for the encouragement of the pupils of those schools. 

Teachers from foreign countries are welcomed, and special pro- 
vision is made that their religious sentiments be not interfered with, 
as well as that they do not impose their peculiar religious notions 
on their pupils. For the perfecting of teachers in certain branches, 
they are often sent abroad, at the public expense, to study in the in- 
stitutions of other countries, where these branches are most suc- 
cessfully taught. Of these, there were in 183^, thhtccn In Berlin — 
several in Vienna — and one in Oxford, England. School examin- 
ers and school committees, as well as school teachers, are required 
te hold frequent meetings for discussion, and for mutual instruction 
and encouragement. 

It is the policy of the Minister of Public Instruction, not to crowd 
the schools with too many pupils — but to furnish as many teachers 
as possible, particularly in the higher institutions, that each indivi- 
dual scholar may receive a due share of attention. As an illustra- 
tion, I will refer to some of the Universities. The University of St. 
Petersburg has two hundred and thirty pupils, and fifty-two officers 
and teachers, or one teacher to every four or five students. At 
Moscow, four hundred and fifty-six students, one hundred and six- 
ty-eight teachers and officers, or one to every two or three students. 
That of Kasan, seventy officers and teachers, to two hundred and 
thirty-eight students, or one to every three or four students. That 
at Kiew, forty-three officers and teachers, to sixty-two students, 
or nearly as many of the one as the other. I would remark, how- 
ever, that some of the teachers are merely lecturers on particular 
branches, and take no active part in the discipline or instruction of 
the institution, and a few attend only to its business concerns. Some 
of the Universities, also, are not full, the institutions being new, and 
a full corps of teachers being appointed at the commencement. 
With all these allowances, however, we may set it down as a prin- 
ciple, that in the Universities, it is intended that there shall be one 
teacher at least to every eight or ten students. This may be going 



12 

to excess, but it is certain that the ambition to multiply students be- 
yond all the means of teaching, has been a great injury to educa- 
tion in American institutions. Education can never be what it is 
capable of being, unless the teacher can command time to become 
familiar with each individual mind luider Lis care, and to adapt liis 
mods of teaching to its peculiarities. To instruct only in masses, 
and to apply the same methods of instruction to all, is like throwing 
the drugs of an apothecary's shop into one great caldron — jlirring 
them together, and giving every patient in tlie hospital a portion ot 
the mixture. 

It is peculiarly interesting in noticing the efforts of Russia, to 

^•observe tPiat the blessings of a good common school education are 
now extended to tribes which from time immemorial have been in 
-a state of barbarism. In the wild legions beyond mount Caucacus, 
comprising the provir.ces recently acquired I'rom Persia, the system 
of distiict schools is efiicicrilly carried out. As early as 1S35, 
there were already established in those parts of the empire, fifteen 
schools, with sixty teachers, and about one thousand three hundred 
children under instruction; so that in the common schools of this 
new and uuculiivated region, one teaclier is provided for every twen- 
ty scholars. Besides this, there is a Gymnasium at TifHis, in which 
Asiatic lads are fitted to enter the European Universities. 

Jr All teachers throughout the empire, according to an ordinance of 
February 26, 1835, receive their salaries moiUlily, that their atten- 
tion may not be distracted by family cares. For the encouragement 
of entire devotedness on the part of teachers, and to prevent all so- 
licitude for the maintenance of their families, the Minister of Pub- 
lic Instruction is authorized to grant to the widows and orphans of 
those teachers who have particularly distinguished themselves, not 
only the usual pension, but a gratuity equal in amount to an entire 
•salary of two years. 

The officers of government employed in the distant provinces of 
the empire, in the distant parts of Siberia, and on the borders ot 
Persia, complained that their remote location deprived their chil- 
dren of the advantages of the Gymnasia and Universities, which 
others enjoyed. To obviate this inconvenience, and to equalize as 
far as possible the advantages of education, the children of these 
officers are taken to the nearest Gymnasium or University, and their 
traveling expenses defrayed by government. All the institutions of 
education are subject to the same rigorous examination as in Prus- 
sia, and the Minister of Public lustruction is, ex officio, chairman 
of the board of examiners for the Universities. As the duties of 
this office have become very laborious, the government, in addition 
to a liberal supply of other helps, in 1835 appointed General Count 
Protassow, who had for some time acted as a school director, As 
sistant Minister of Public Instruction. 



13 

I have aiready mentioned the model institution for teachers at St. 
Petersburg. In 1835, seventy-six teachers were graduated, and 
the number is every year increasing. Under the inliuence of this 
school, and other governmental arrangements, the methods of 
teaching- are continually improving; and, in bis report for 1835, the 
Minister obscvcs, that the moral improvement of both teachers 
and puoils is such as to encourage the most pleas-ing hopes, that 
within the last two years, the national interest in the subject of edu- 
cation has very greatly increased, and tliat it lias now bceome a 
matter of the deepest interest to the whole people; and that as to 
the methods of instruction, the old mechanical memoriter mode is 
continually giving way to the system of developing the facvUies. 
Many facts are stated in tiie re])ort, which conlirm the Minister's 
remark, in respect to the growing interest in the minds of the Rus- 
sian people, on the subject of education, illustrating the important 
iact, that among whatever people a good" system of instruction is 
efficiently "carried out, a deep and general interest will be excited. 
The nobles and the commons appear to emulate each other in the 
advancement ot this cause. The nobility of Novgorod voluntari- 
ly contribute more than twelve thousand fublos a yenr for the Gym- 
nasium in that place, and at Wologda the nobility contribute for a 
similar object nine thousand a year. At Cronstadt, the citizens 
volunteered to sustain a school at their own expense. At .another 
place on the shores of the White Sea, the citizens have not only 
volunteered to maintain the school, but have also, ot their own ac- 
cord, entered into an obligation to erect a large and handsome stone 
building for the accommodation of the teachers and scholars. This 
was brought about by the zeal and activity of a single individual, 
whose name, though a barbarous one, ought here to be mentioned — 
Wassiliei Kologriew. This gentleman volunteered as an agent to 
promote the cause of education in the place of his residence, and 
besides giving his time and efforts, bore an equal share in all the ex- 
penses, and in addition, made a distinct donation of 2500 rubles 
for the advancement of the cau^e. 

Another gentleman at Archangel, by the name of Kowalewsky, 
made a journey to a distant neighborhood inhabited by Samoiedes, 
Sirianes and other half barbarous tribes, to explain to them the ad- 
vantages of education, and endeavor to establish a school among 
them. In this he was warndy seconded by ihe clergyman of the 
place, and as the result of it, a single peasant or farmer, by the name of 
Anuplnuew, engaged to support the school entirely for two years, and 
after that to contribute SOO rubies a year for five years longer, and in 
addition to this he contributed 1500 rubles for the erection of a 
school house. The chief magistrate of the place also contributed, 
and allured by these examples the Sirianes put down nearly 15,000 



14 

rubles; and as soon as the requisite ]ireparations could be made, 
the school was opened with great solemnity and appropiate cere- 
monies, in the midst of an immense concourse of intensely interest- 
ed spectators. I shall be greatly disappointed if we cannot find in 
Ohio, enlightened men in our cities, and farmers in the country, 
willing to do as much for education as the gentleman of Archangel, 
and the hard-working peasant of the frozen regions of northern 
Russia. 

A merchant by the name of Pluessin in Lialsk, made a donation 
of 1 0,000 rubles for the foundation of a district school in that place, 
and offered in addition, to have the school kept in his own house, 
and to furnish it with firewood for three years. Tschistow, a citizen 
of Moscow, gave 2300 rubles for the purchase of school books, to 
be distiibuted among the poor children of the first school district 
in that city. 

Numerous other instances might be mentioned of donations from 
persons in all ranks in society — in money, books, houses, fuel, or 
whatever they had it in their power to give for the support of schools; 
but the above may be sufficient to show the spirit of the people and 

excite us to *»niulation. 

It must be observed that the government makes provision for the 
maintenance of all the district schools, gymnasia and Universities; 
and that this liberality of private citizens arises from pure zeal for 
the cause, and is applied to the extending and increasing the advan- 
tages derived from govermental patronage, to the purchase of books 
and clothing for the poorer children, the establishment of school 
libraries, and the providing of suitable rewards for meritorious 
teachers and pupils, and securing the means of access to the school 
house, and proper furniture for it. Every effort is made to provide 
a plentiful supply of good school books, and to establish suitable li- 
braries for the use of teachers. Quite recently, a Russian lady, a 
Miss Darzotf, received from the government a premium of 2500 
rubles for compiling a little work, entitled "Useful Readings for Chil- 
dren." 

In view of such facts as these, who is not ready to exclaim: 
"Well done, cold, semi-barbarous, despotic Russia! — may other 
nations more favored by nature and Providence emulate thy ex- 
ample!" 

iNTERlSfAL ARRANGEMENTS OF THE PRUSSIAN ScHOOLS. 

I will now ask your attention to a few facts respecting the inter- 
nal management of the schools in Prussia and some other parts of 
Germany, which were impressed on my mind by a personal inspec- 
tion of those establishments. 



15 

One of the circumstances that interested me most was the ex- 
cellent order and rigid economy with which all the Prussian insti- 
tutions are conducted. Particularly in large boarding schools, 
where hundreds, and sometimes thousands of youth are collected 
together, the benefits of the system are strikingly manifest. Every 
boy is taught to wait upon himself — to keep his person, clothing, 
furniture and books, in perfect order and neatness; and no extrav- 
agance in dress, and no waste ot fuel or food, or property of any 
kind is permitted. Each student has his own single bed, which is 
generally a light mattrass, laid upon a frame of slender bars of iron, 
because such bedsteads are not likely to be infested by insects, and 
each one makes his own bed and keeps it in order. In the house, 
there is a place for every thing and every thing must be in its place. 
In one closet are the shoe-brushes and blacking, in another the 
lamps and oil, in another the fuel. At. the doors are good mats and 
scrapers, and every thing of the kind necessary for neatness and 
comfort, and every student is taught, as carefully as he is taught any 
other lesson, to make a proper use oi all these articles at the right 
time, and then to leave them in good order at their proper places. 
Every instance of ntglect is sure to rectivo its appropriate repri- 
mand, and if necessary, severe punishment. I know of nothing 
that can benefit us more than the introduction of such oft-repeated 
lessons on carefulness and frugality into all our educational estab- 
lishments; for the contrary habits of carelessness and wastefulness, 
notwithstanding all the advantages which we enjoy, have already 
done us immense mischief. Very many of our families waste and 
throw away nearly as much as they use; and one third of the ex- 
pences of housekeeping might be saved by system and frugality. It 
is true we have such an abundance of every thing that this enormous 
waste is not so sensibly felt as it would be in a more densely popu- 
lated region; but it is not always to be so with us. The produc- 
tions of our country for some years past have by no means kept 
pace with the increase of consumption, and many an American 
family during the last season has felt a hard pressure, where they 
never expected to feel one. 

Especially should this be made a branch of female education, 
and studied faithfully and perseveringly by all who are to be wives 
and mothers, and have the care of lamilies. 

The universal success also and very beneficial results, with which 
the arts of drawing and designing, vocal and instrumental music, 
moral instruction and the Bible, have been introduced into schools, 
was another /act peculiarly interesting to me. I asked all the teach- 
ers with whom I conversed, whether they did not sometimes find 
children who were actually incapable of learning to draw and to sing. 
I have had but one reply, and that was, that they found the same 



16 

diversity of natural talent in regard to these as in regard to readings, 
writing, and the other branches of education; but they had never 
seen a child v/ho was capable of learning to read and write, w lo 
could not be taught to sing well and draw neatly, and that too with- 
out taking any time which would at all interfere wi'h, indeed which 
woidJ not actually promote his progress in other studies. In irgiiid 
to the necessity of moral instruction and the benelicial influence of 
the Bible in schools, the testimony was no less explicit and uniform. 
I inquired of all classes of teacliers, and men of every grade of 
religious Aiith, instructors in common schools, iiigh schools, and 
schools of arf, of professors in colleges, universities and proles- 
sional seminaries, in cities and in the country, in places where 
there was a unKormity and in places where was a divers'ty of creeds, 
of believers and unbelievers, of rationalists and enthusiasts, of Cath- 
olics and Protestants; and I never found but one reply, and that 
was, that to leave the moral faculty uninstructed was to leave the 
most important part of the human mind undeveloped, and to strip 
education of almost every thing that can make it valuable; and 
that the Bible, independently of the interest attending it, as 
containing ihp most cuiclent and influeniial writings ever recorded 
by human hands, and comprising the religious system of almost the 
whole of the civilized world, is in itself the best book that can be 
put into the hands of children to interest, to exercise, and to unfold 
their intellectual and moral powers. Every teacher whom I con- 
sulted, repelled with indignation the idea that moral instruction is not 
proper for schools; anci spurned with contempt the allegation, that the 
Bible cannot be introduced into common schools withoutencouraji-ins: 
a sectarian bias in the matter of teaching; an indignation and con- 
tempt which I believe will be fully participated in by every high 
minded teacher in Christendom. 

A few instances, to illustrate the above mentioned general state- 
ments, I here subjoin; — Early in September I visited the Orphan 
House at Halie, an institution founded by the benevolence of 
Franke, about the year 1700, and which has been an object of spe- 
cial favor with the present king of Prussia. It now contains from 
2700 to 3000 boys, most of them orphans sustained by charii}^ 
Afterexamining itsextensive grounds,its commodiousand neatbuild- 
ings, its large book store, its noble printing establishment, for print- 
ing the Bible in the oriental and modern larguagts, its large apoth- 
ecary's shop, for ihe dispensation of medicine to the poor, and the 
exquisitely beautiful statue of its founder, erected by Frederic 
William III; I was invited by Drs. Gueiike and Netto to go into 
the dining hall and seethe bo}s partake of their supper. The hall 
is a very long and narrow room, and furnished the whole length 
of each side with short tables like the mess tables on board a man 



17 

of war, each table acconunodating about twelve boys. The tables 
were without cloths but very clean, -and were provided with little pew- 
ter basins of warm soup, and just as many pieces of dark and coarse, 
but very wholesome, bread, as there were to be boys at the table. 
When the bell rang, the boys entered in a very quiet and orderly 
manner, each with a little pewter spoon in his hand; When they 
had arranged themselves at table, at a signal from the teacher one 
of the boys ascended a pulpit near .the centre of the hall, and in the 
most appropriate manner, supplicated the blessing of God upon their 
frugal repast. The boys then each took his bit of bread in one 
hand and with his spoon in the other, made a very quiet and health- 
Jul meal. They then united in singing two or three verses of a 
hymn, and retired in the same quiet and orderly manner in which 
they had entered. It being warm weather, they were dressed in 
jackets and trowsers of clean, coarse brown linen; . and a more 
cheeiful, healthy, intelligent set of youthful faces and glistening eyes 
I never saw before; and notv.'ithstanding the gravity with which they 
partook of their supper and left the hall, when fairly in the yard, 
there was such a pattering of little -feet, such, a chattering of Ger- 
man, and such skipping and playing, as satisfied me that none of 
their boyish spii-its had been broken by the discipline of the school. 
At Weiseofels, near Lutzen where the great battle was fought 
in the thirty years' war, there is a collection of various schools 
under the superintendence of Dr. Harniseh, in what was formerly 
a large convent. Among the rest there is one of those institutions 
peculiar to Prussia, in which die children of very destitute families 
are taken and educated at the public expense, to become teachers 
in poor villages where they can never expect to receive a large 
compensation : institutions, of a class which we do not need here, 
because no villages in this country need be poor. Of course, 
though they have all the advantages of scientific advancement en- 
joyed in the most favored schools, frugality and self-denial form an 
important part of their education. Dr. Harniseh invited me to this 
part of the establishment to see these boys dine. When I came 
to the room, they were sitting at their writing tables, engaged in 
their studies as usual. At the ringing of the bell they arose. Some 
of the boys left ihe room, and. the others removed the papers and 
books ft-om the tables, and laid them away in their places. Some 
of the boys who had gone out, then re-entered with clean, coarse 
table cloths in their hands, which they spread over their writing 
tables. These were followed by others with loaves of brown 
bread and plates provided with cold meat and sausages, neady cut 
in slices, and jars of water, which they arranged on the table. Of 
these materials, after a short religious service, they made a cheer- 
ful and hearty meal; then arose, cleared away their lable-s, swept 

1 — EI>. REP. 



18 

their room, and after a suitable seaton of recreation, resumed 
their studies. They are taught to take care of themselves, inde- 
pendent of any help, and their only luxuries are the fruits and 
plants which they cultivate with their own hands, and which grow 
abundantly in the gardens of the institution. 

INSTITUTIONS FOR REFORMATION. 

At Berlin, I visited an establishment for the reformation of 
youthful offenders. Here boys are placed, who have committed 
offences that bring them under the supervision of the police, to be 
instructed, and rescued from vice, instead of being hardened in 
iniquity by living in the common prison with old offenders. It is 
under the care of Dr. Kopf, a most simple-hearted, excellent old 
gentleman; just such an one as reminds us of the ancient christians, 
who lived in the times of the persecution, simplicity and purity of 
the christian church. He has been very successful in reclaiming 
the young offender, and many an one who would otherwise have 
been forever lost, has, by the influence of this institution, been sav- 
ed to himself — to his country — and to God. It is a manual labor 
school; and to a judicious intermingling of study and labor, religious 
instruction, kind treatment and necessary severity, it has owed its 
succcs?. When I was there, most of the boys were employed in 
cutting screws for the Railroad which the government was then 
constructing between Berlin and Leipsic; and there were but few 
who could not maintain themselves by their labor. As I was 
passing with Dr. K. from room to room, I heard some beautiful 
voices singing in an adjoining apartment, and on entering I found 
about twenty of the boys, sitting at a long table, making clothes for 
the establishment, and singing at their work. The Dr. enjoyed 
my surprise, and on going out, remarked — "I always keep these 
little rogues, singing at their work, for while the children sing, the 
devil cannot come among them at all; he can only sit out doors 
there and growl; but if they stop singing, in the devil comes." — 
The Bible and the singing of religious hymns, are among the most 
efficient instruments which he employs for softening the hardened 
heart, and bringing the vicious and stubborn will to docility. 

A similar establishment in the neighborhood of Hamburg, to 
which I was introduced by Dr. Julius, who is known to many of 
our citizens, afforded striking examples of the happy influence of 
moral and religious instruction, in reclaiming the vicious and saving 
the lost. Hamburg is the largest commercial city of Germany, 
and its population is extremely crowded. Though it is highly dis- 
tinguished for its benevolent institutions and for the hospitality and 
integrity of its citizens; yet the very circumstances in which it is 



19 

placed, produce among (he lowest class of its population, habits of 
degradation and beastliness, of which we have but few examples 
on this side the Atlantic. The children, therefore, received into 
this institution, are often of the very worst and most hopeless char- 
acter. Not only are their 7«.mf/5 most thoroughly depraved, but 
their very senses and bodily organization seem to partake in the 
Viciousness and degradation of their hearts. Their appetites are 
so perverted, that sometimes the most loathsome and disgusting 
substances are preferred to wholesome food. The Superintend- 
ent, Mr. Wichern, states, that though plentifully supplied with pro- 
visions, yet when first received, some of them will steal and eat 
soap, rancid grease that has been laid aside for the purpose of 
greasing shoes, and even catch may-bugs and devour them; and 
it is with the utmost difficulty that these disgusting habits are bro- 
ken up. An ordinary man might suppose that the task of restor- 
ing such poor creatures to decency and good morals was entirely 
hopeless. Not so with Mr. Wichern. He took hold with the firm 
hope that the moral power of the word of God is competent even 
to such a task. His means are prayer, the Bible, singing, affec- 
tionate conversation, severe punishment when unavoidable, and 
constant, steady employment, in useful labor. On one occa- 
casion, when every other means seemed to fail, he collected the 
children together, and read to them, in the words of the New 
Testament, the simple narrative of the sufl^e rings and death of 
Christ, with some remarks on the design and object of his mission 
to this world. The effect was wonderful. They burst into tears 
of contrition, and during the whole of that term, from June till 
October, the influence of this scene was visible in all their conduct. 
The idea that takes so strong a hold when the character of Christ 
is exhibited to such poor creatines, is, that they are objccis of af- 
fection; miserable, wicked, despised as they are, yet Christ, the 
son of God, loved them, and loved them enougli to suffer and to 
die for them — and still loves them. The thought that they can yet 
be loved, melts the heart, and gives them hope, and is a strong 
incentive to reformation. 

On another occasion, when considerable progress had been 
made in their moral education, the Superintendent discovered that 
some of them had taken nails from the premises, and applied them 
to their own use, without permission. He called them together, 
expressed his great disappointment and sorrow that they had prof- 
ited so little by the instructions which had been given them, and 
told them that till he had evidence of their sincere repentance, he 
could not admit them to the morning and evening religious exerci- 
ses of bis family. With expressions of deep regret for their sin, 
and with promises, entreaties and tears, they begged to have this 



'20 

privilege restored to them; but he was firm in Iiis refusal, A few 
evenings afterward, while waiting in the garden, he heard youth- 
ful voices among the shrubber}'; and drawing near unperceived, 
he found that the boys had formed themselves into little companies 
of seven or eight each, and met morning and evening in different 
retired spots in the garden, to sing, read the Bible and pray among 
themselves; to osk God to forgive them the sins they had commit- 
ted, and to give them strength to resist temptation in future. With 
such evidence of repentance he soon restored to tliem the privi- 
lege of attending morning and evening prayers with his family. — 
One morning soon after, on entering his study, he found it all 
adorned with wreaths of the most beautiful flowers, which the boys 
had arranged thereat early day-break, in testimony of their joy 
and gratitude for his Idndness. Thus rapidly had these poor crea- 
tures advanced in moral feeling, religious sensibility, and good 
taste. 

In the spring Mr. Wichern gives to each boy a patch of ground 
in the garden, which he is to call his own, and cultivate as he plea- 
ses. One of the boys began to erect a httle hut of . sticks and 
earth upon his plot, in which he might I'est during the heat of the 
day, and to which he might retire when he wished to be alone. 
When it was all finished, it occurred to him to dedicate it to its 
use by religious ceremonies. Accordingly, he collected the boys 
together. The hut was adorned with wreaths of flowers, a little 
table was placed in the centre on which lay the open Bible, orna- 
mented in the same manner. He then read with great seriousness 
the 14th, 15th and 24th verses of the cxviii. Psalm: 

"The Lord is my .strength and my song, and is become my salvation." 
"The voice of rejoicing and salvation is heard in the tabernacles of the 

righteous." . 

"This is the day which the Lord hath made. We will rejoice and be 

glad in it." 

After this, the exercises were concluded by singing and prayer. 
Another boy afterwards built him a hut, which was to be dedica- 
ed in a similar way; but when the boys came together, they saw 
in it a pie<;e of timber which belonged to the establishment, and 
ascertaining that it had been taken without permission, they at 
once demolished the whole edifice, and restored the timber to its 
place. At the time of harvest, when they first entered the field to 
gather the potatoes, before commencing the work, they formed 
into a circle, and much to the surprise of the Superintendent,broke 
out together into the harvest hymn : 

"Now let us all thank God." 

After singing this, they fell to their work with great cheerfulness 
and vigor. 



'21 

1 mention tliese instances, irom numerous others which might be 
produced, to show how much may be done in reclaiming the most 
hopeless youtlifiil offenders by a judicious application of the right 
means of moral influence. How short-sighted and destructive, 
then, is the policy which would exclude such influence from our 
public institutions! The same effects have been produced by 
houses of reformation in our own country. I would mention, as 
one instance, the institution of Mr. Welles in Massachusetts. 

Now, laying aside all considerations of benevolence and of reli- 
gious obligation, is it not for the highest good of the State, that these 
minds should be withdrawn from vice and trained up to be enlight- 
ened and useful citizens, contributing a large share to the public 
wealth, virtue and happiness; rather than that they should come for- 
ward in life miserable criminals, of no useto themselves orthe public, 
depredating on the property and violating the rights of the indust- 
rious citizens, increasing the public burdens by their crimes, endan- 
gering the well being of society, and undermining our liberties! 
They can be either the one or the other, according as we choose 
to educate them ourselves in the right way, or leave them to be ed- 
ucated by the thieves ami drunkards in our streets, or the con- 
victs in our prisons. The efforts made by some foreign nations to 
educate this part of their population, is a good lesson for us. All 
the schools and houses of reformation in Prussia, do not cost the 
government so much as old England is obliged to expend in pri- 
sons and constables for the regulation of that part of her popula- 
tion, for which the government provides no schools but the hulks 
and the jails; and I leave it to any one to say which arrangement 
produces the greatest amount of public happiness. 

When I was in Berlin I went into the public prison, and visited 
every part of the establishment. At last I was introduced to a 
very large hall which was full of children, with their books and 
teachers, and having all the appearance of a common Prussian 
school room. "What, said I, is it possible that all these children 
are imprisoned hero for crime?" "Oh no," said my conductor, 
smiling at my simplicity, "but if a parent is imprisoned for crime, 
and on that account his children are left destitute of the means of 
education, and liable to grow up in ignorance and crime, the govern- 
ment hcs them taken here, and maintained and educated ibr useful 
employment." The thought brought tears to my eyes. This was a 
new idea to me. I know not that it has ever been suggested in the 
United States; but surely it is the duty of government, as well as 
its highest interest, when a man is paying the penalty of his crime 
in a public prison, to see that his unoffending children are not left 
to suffer, and to inherit their father's vices. Surely it would be 
better for the child, and cheaper, as well as better, for the Stale. 



2-2 

Let it nut be supposed that a man would -go to prison fur the sake 
of having his children taken care of, for they who go to prison 
usually have little regard for their children; and if they had, disci- 
pline like that of the Berlin prison would soon . sicken ihem of 
such a bargain. 

Where education is estimated according to its real value, people 
are willing to expend money for the support of schools; and if ne- 
cessary, to deny themselves some physical advantages for the sake 
of giving their children the blessings of moral and intellectual cul- 
ture. In the government of Baden, four per cent, of all the pub- 
lic expense is for education — they have a school with an average 
of two or three well qualified teachers to every three miles of ter- 
ritory, and every one hundred children; and that too, when the peo- 
ple are so poor that they can seldom afford any other food than 
dry barley-bread, and a farmer considers it a luxury to be able to 
allow his family the use of butter-milk three or four times a year. 
In Prussia, palaces and convents are every where turned into 
houses of education; and accommodations originally provided for 
princes and bishops are not considered too good for the school- 
master and his pupils. But, though occupying palaces, they have 
no opportunity to be idle or luxurious. Hard labor and frugal liv- 
ing are every where the indispensable conditions to a teachers life, 
and I must say that I have no particular wish that it should be other- 
wise; for it is only those who are willing to work hard and live fru- 
gally, that ever do much good in such a world as this. 

I pass now to the consideration of a question of the deepest in- 
terest to us all, and that is, can the common schools in our State 
be made adequate to the wants of our population? I do not hesi- 
tate to answer this question decidedly in the aflii'mative: and to 
show that I give this answer on good grounds, I need only to state 
the proper object of education, and lay before you what is actually 
now done towards accomplishing this object in the common schools 
of Prussia and Wirtemberg. 

What is the proper object of education? The proper object of ed- 
ucation is a thorough developement of all the intellectual and moral 
powers — the awakening and calling forth of every talent that may 
exist, even in the remotest and obscurest corner of the Stale, and 
giving it a useful direction. A system that will do ihis, and such 
a system only, do I consider adequate to the vi^ants of our popula- 
tion; such a system, and such a system only, can avert all the evils 
and produce all the benefits which our common schools were de- 
signed to avert and produce. True, such a system must be far 
more extensive and complete than any now in operation among 
us — teachers must be more numerous, skilful, perservcring, and 
self-denying — parents must take greater interest in the schools and 



23 

do more for their support — and the children must attend punctual- 
ly and regularly, till the whole prescribed course is completed; AH 
this can be done, and 1 hope will be done; and to show that the 
thing is really practicable, I now ask your attention to the course of 
instruction in the common schools of Prussia and Wirtemberg, 
and other European States, which have done the most in the matter 
of public instruction. 

COURSE OF INSTRUCTION IN THE COMMON SCHOOLS OF PRUSSIA AND 

WIRTEMBERG. 

The whole course comprises eight years, and includes children 
from the ages of six till fourteen; and it is divided into four parts, 
of two years each. It is a first principle that the children be well 
accommodated as to house and furniture. The school-room 
must be well constructed, the seats convenient, and the scholars 
made comfortable, and kept interested. The younger pupils are 
kept at school but four hours in the day — two in the morning 
and two in the evening, with a recess at the close of each hour. 
The older, six hours, broken by recesses as often as is necessary. 
Most of the school houses have a bathing place, a garden, and 
a mechanic's shop attached to them to promote the cleanliness 
and health of the children, and to aid in mechanical and agricul- 
tural instruction. It will be seen by the schedule which follows, 
that a vast amount of instruction is given during these eight years 
— and lest it should seem that so many branches must confuse the 
young mind, and that they must necessarily be but partially 
taught, I will say in the outset, that the industry, skill, and 
energy of teachers regularly trained to their business, and de- 
pending entirely upon it; the modes of teaching; the habit of 
always finishing whatever is begun; the perfect method which is 
preserved; the entire punctuality and regularity of attendance 
on the part of the scholars; and other things of this kind, facili- 
tate a rapidity and exactness of acquisition and discipline, which 
may well seem incredible to those who have never witnessed it. 

The greatest care is taken that acquisition does not go beyond 
discipline; and that the taxation of mind be kept entirely and 
clearly within the constitutional capacity of mental and physical 
endurance. The studies must never weary, but always interest 
— the appetite for knowledge must never be cloyed, but be kept 
always sliarp and eager. These purposes are greatly aided by 
the frequent interchange of topics, and by lively conversational 
exercises. Before the child is even permitted to learn his letters, 
he is under conversational instruction, frequently for six months 
or a year; and then a single week is sufficient to introduce him 
into intelligible and accurate plain reading. 



•24 

Every week is sysleinalically ciivided, and every hour appro- 
priated. The scheme for the week is written on a large s]ieet ol" 
pa| er, and fixed in a prominent part of the schooUrootn, so that 
every scholar knows what his business will be for every hour in 
the week; and the plan thus marked out is rigidly followed. As 
a specimen I present the following study sheet given me by Dr. 
Diesferweg of Berlin, and which was the plan for his school when 
I visited it in September, 1836. 



\ 



I 



WEEKLY COURSE OF STUDY 

EV THE TEACHERS' SEMINARY AND BOYS' SCHOOL UNDER THE CARE OF DR. DffiSTERWEG, AT BERLIN 

IN Till': SUMMER TERM, 183G. 



The Teachers' Seminary is divided into three classes, which are designated by the Roman numerals on the left hand of the columns, and the Boys' School 
into six, designated by the Arabic figures in the same column. The students in the Teachers' Seminary are employed as instructers in the Boys' School, 
under the inspection of their teachers. The capital letters al the right hand of the columns are the initials of the teachers who superintend the class in the 
particular branch mentioned. The whole number of instrttcttrs, exclusive of the pupils in the teachers^ department, is six. 



WEDNESDAY. 



II. Arilhmelic - - R. 

III. Theory of Music E. 
1. Arithmetic- - G. 

„[ Latin D. and JR. 



ir. Religion - 
HI. Botany 

1. Latin - - 

„'j Religion - 



II. Theory of Music E. 

III. Religion - -" B. 
I. Arithmetic - - G. 

?l Latin - J. and R. 



II. Botany 

III. Geometry 
1. Geraian - 

»j Latin - - 



. •- G. 

- - S. 

- - II. 

- Q. and R. 



II. Religion • 

III. Arithmetic 
!. Latin - - 



II. Arithmetic R. 

III. Religion - B. 
I. Arithmetic G. 

g'l Latin Q. and R. 



II. Drawing - 

III. .Arithmetic - 

1. Latin - - 

2. History 

3. Singing - - 

4. Lain - - 

5. Arithmetic - 

6. Religion 



II. School keeping - - B. 

IH. Botany - . - . G. 

1. Religion - - - - B. 

2. German - - - - R. 

3. French - - - - B. 

4. Religion - - . - S. 



g- Smging 



- E. and D. 



II. German 

in. Violin - 

1. Latin - 

2. German 

3. German 

4. Latin - 

5. Religion 

6. German 



- B. 

- E. 

- Q. 
-• R. 

- B. 

- R. 

- G. 

- S. 



II. Botany 

III. Singing - 

1. Latin - - 

2. History - 

3. Arithmetic 

4. Latin - - 

5. Arithmetic 

6. Religion - 



- - G. 

- - E. 

- - Q. 

- - R. 

- - S. 

- - R. 

- - S. 

- - D. 



n. School keeping - - B. 

HI. Singing - - - - E. 

1. Religion - - - - B. 

2.' Geography - - - G. 

3. French - - - - B. 

4. Religion - . . - S. 

~'j Arithmetic - S. and R. 



H. German - B. 

HI. Singing - E. 

1. Latin - - Q. 

3.J Arith.B. andS. 



5. Religion - G. 

6. Arithmetic R. 



II. Drawing 

HI. Singing - - 

1. German 

2. French - - 

3. Geography 

4. German 

5. German 

6. Reading 



H. Arithmetic - - - R. 

III. German - - - - B. 

1. French - - - - B. 

of Arithmetic - B. andS. 



4. Singing - 

5. German - 

6. Reading - 



II. Singing - - E. 

IH. History - - - B. 

1. German - - R. 

2. French - - - B. 

3. Geography - S. 

4. German - - S. 

5. German - - D. 

6. Reading G. and S. 



11. Arithmetic 
HI. Geography 

1. Singing 

2. Arithmetic 

3. Geography 

4. German - 



- R. 

- B. 

- E. 

- B. 

- S. 



II. Ornamental Writing M 
IH. Religion - - 



French 
German - 



gl Reading - - D.andG. 



i,\ Singing 

5. German 

6. Reading 



- B. 
B. 
R. 



D. 
G. and S. 



II. Singing - E. 

HI. History - B. 

1. German - R. 

2. French - - B. 

3. German - B. 

4. German - S. 
a.) Reading, D. and 
e.\ G. 



II. Geometry - 
HI. Drawing 

1. Singing . - 

2. Geography 

3. German 

4. Reading 

5. Writing 

6. Arithmetic - 



II. School keeping - - D. 

HI. Violin t. 



li 



2 I 

„■ > Geometry G. D. and S. 

4.' J . 

5. Reading - - - - D. 

6. Arithmetic - - - R. 



II. Geography - B. 

III. Arithmetic- - G. 

1. French - - - B. 

2. Singing- - - E. 

3. Writing - - B. 

4. Reading - - S. 

5. Arithmetic - - S. 
5. Reading - - R. 



II. Theory of Arithmetic D. 

HI. Piano S. 

1. Geography - - - G. 

Z'] German - - R. and B. 



II. School keeping - - D. 

III. Ornamental Writing M. 



Geometry G. D.andB. 



Arithmetic 
Writing - 
German - 



- S. 

- D. 

- S. 



Reading - - - - D. 
Writing - - - - R. 



II. History - B. 

HI. Reading - D. 

1. Geography G. 

2. Singing - E. 



Writing, B. S. D. 
andK. 



II. Nat'l Philosophy D. 

III. Drawing - - F. 



II. Singing - 
HI. German - 



- C. 

- D. 



II. Violin - - - E. 
IH. Ornam'l Writing M. 



II. Natural Philosophy Q. 

III. Arithmetic - - - G. 



II. Singing 
HI. German 



jji I Reading D. 



II. Violin - 

III. Geometry 

1. French - 

2. Reading 



/[ Arithmetic 

5. Reading 

6. Writing 



II. Violin E. 

HI. Piano S. 

- G. and R. 



2; I Botany - 

3. Wriling - 

4. Arilhmclic 

5. Wriling - 

6. German - 



- B. 

- S. 

- D. 

- S. 



H. 

III. Violin 



. Drawing F. B. S. and D. 



H. 

HI. Geometry 

2'! Botany 

3. Wriling • 

4. Readin: 
fi. 



. - - S. 
G. and R. 

- - B. 

- - S. 



I. Drawing - 



i Singing - - E. and D. 





n. 






HI. 




^ 


I. History - - 


- R. 




2. Writing 


- B. 


- 


3. French - - 


- B. 


n 


4. Writing - 


- S. 




6. Writing 


- D. 




6. German 


- S. 



I. Philosophy of Educa- 
tion - - - - D. 



II. 

HI. Geography 

1. German - 

2. Reading - 

3. Reading - 

4. Wriling - 

5. Reading - 
G. Writing - 



Drawing F. B. S. and D. 



II. 

III. Geography - - - B. 

1. History - - - - R. 

2. Wriling - - - - B. 

3. Reading - - - - S. 

-*•; 

S.> Writing - - S. and D. 



I. Drawing - 



I. Violin 
I. Singing 



I. Singing 1 
1. Violin 



p, I. Religion 



25 

Through ail the parts of the course there are frequent reviews 
and repetitions, that the impressions left on the mind may be 
distinct, lively, and permanent. The exercises of the day are 
always commenced and closed with a short prayer; and the 
bible and hymn book are the first volumes put into the pupils' 
hands, and these books they always retain and keep in constant 
use during the whole progress of their education. 

The general outline of the eight years' course is nearly as 
follows: 

I. First part, of two years, including children from six to eight 
years old — four principal branches, namely: 

1. Logical Exercises, or oral teaching in the exercise of the 
powers of observation and expression, including religious in- 
struction and the singing of hymns; 

2. Elements of Reading; 

3. Elements of Writing; 

4. Elements of Number, or Arithmetic. 

II. Second part, of two years, including children from eight to 
ten years old — seven principal branches, namely: 

1. Exercises in Reading- 

2. Exercises in Writing, 

3. Religious and Moral Instiuction, in select Bible narratives; 

4. Language, or Grammar; 

5. Numbers, or Arithmetic; 

6. Doctrine of space and form, or Geometry; 

7. Singing by note, or elements of Music. 

III. Third part, of two years, including children from ten to 
twelve yecns old — eight principal branches, namely : 

1. Exercises in Reading and Elocution; 

2. Exercises in Ornamental Writing, preparatory to drawing; 

3. Religious Instruction in the connected Bible history; 

4. lianguage, or Grammar, with parsing; 

5. Real Instruction, or knowledge of nature and the extern;:?! 
world, including the first elements of the sciences and the arts of 
life — of geography and history; 

6. Arithmetic, continued through fractions and the rules of 
proportion ; 

7. Geometry — doctrine of magnitudes and measures; 

8. Singing, and science of vocal and instrumental music. 

IV. Fourth part, of two years, including children from twelve to 
fourteen years old — six principal branches, namely: 

1. Religious Instruction in the religious observation of nature; 
the life and discourses of Jesus Christ; the history of the Christian 
religion, in connection with the cotemporary civil history; and 
the doctrines of Christianity ; 

4 ED. REP. 



26 "^ 

2. Knowledge of the world, and of mankind, including civil 
society, elements of law, agriculture, mechanic arts, manufac- 
tures, &c.; 

3. Language, and exercises in composition; 

4. Application of arithmetic and the mathematics to the 
business of life, including, surveying and civil engineering; 

5. Elements of drawing ; 

6. Exercises in singing, and the science of music. 

We subjoin a few specimens of the mode of teaching under 
several of the above divisions. 

I. First part^ Children from six to eight y&ars of age. 

1. Conversations between the teacher and pupils, intended to 
exercise the powers of observation and expression. 

The teacher brings the children around him, and engages them 
in familiar conversation with himsel/. He generally addresses 
them altogether, and they all reply simultaneously; but when- 
ever necessary, he addresses an individual, and requires the in- 
dividual to answer alone. He first directs their attention to the 
different objects in the school-room, their position, form, color, 
size, materials of which they are made, &c., and requires precise 
and accurate descriptions. He then requires them to notice the 
various objects that meet their eye in the way to their respective 
homes; and a description of these objects and the circumstances 
under which they saw them, will form the subject of the next 
morning's lesson. Then the house in which they live; the shop 
in which their father works; the garden in which they walk, &c., 
will be the subject of the successive lessons; and in this way for 
six months or a year, the children are taught to study things, to 
use their own powers of observation, and speak with readiness 
and accuracy, before books are put into their hands at all. A 
few specimens will make the nature and utility of this mode of 
teaching perfectly obvious. 

In a school in Berlin, a boy has assigned him for a lesson, a de- 
scription of the remarkable objects in certain directions from the 
school-house, which is situated in Little Cathedral street. He 
proceeds as follows: "When I come out of the school-house in- 
to Little Cathedral street and turn to the right, I soon pass on 
my left hand the Maria place, the Gymnasium and the Anklam 
giite. When I come out of Little Cathedral street, I see on my 
left hand the White Parade Place, and within that, at a little dis- 
tance, the beautiful statue of Frederick the Great, King of Prus- 
sia. It is made of white marble, and stands on a pedestal of va- 
riegated marble, and is fenced in with an iron railing. From 
here, I have on my right a small place, which is a continuation 



•27 

of the Parade Place; and at the end of this, near the wall, I see 
St. Peter's Church, or the Wall street Church, as it is sometimes 
called. This church has a green yard before it, planted with 
trees, which is called the Wall Church Yard. St. Peter's Church 
is the oldest church in the city; it has a little round tower, which 
looks green, because it is mostly covered with copper, which is 
made green by exposure to the weather. When I go out of the 
school-house to the lower part of Little Cathedral street by the 
Coal market, through Shoe street and Carriage street, I come to 
the Castle. The Castle is a large building, with two small towers, 
and is built around a square yard, which is called the Castle yard. 
In the Castle there are two churches, and the King and his 
Ministers of State, and the Judges of the Supreme Court, and 
the Consistory of the Church, hold their meetings there. From 
the Coal market, I go through Shoe street to the Hay market, 
and adjoining this is the New Market, which was formed after 
St. Nicholas' Church was burnt, which formerly stood in that 
place. Between the Hay market and the New market is the 
City Hall, where the officers and magistrates of the city hold 
their meetings." 

If a garden is given to a class for a lesson, they are asked the 
size of the garden, its shape, which they may draw on a slate with 
a pencil — whether there are trees in it — what the different parts 
of a tree are — what parts grow in the spring, and what parts decay 
in autumn, and what parts remain the same throughout the win- 
ter — whether any of the trees are fruit trees — what fruits they bear 
— when they ripen — how they look and taste — whether the fruit 
be wholesome or otherwise — whether it is prudent to eat much of 
it; — what plants and roots there arc in the garden, and what use is 
made of them — what flowers there are, and how they look, &c. 
The teacher may then read them the description of the garden 
of Eden in the second chapter of Genesis — sing a hymn with 
them, the imagery of which is taken from the fruits and blossoms 
of a garden, and explain to them how kind and bountiful God is, 
who gives us such wholesome plants and fruits, and such beautiful 
flowers, for our nourishment and gratification. 

The external heavens also make an interesting lesson. The 
sky — its appearance and colour at different times; the clouds — their 
colour, their varying form and movements; the sun — its rising and 
setting, its concealment by clouds, its warming the earth and giv- 
ing it life and fertility, its great heat in summer, and the danger of 
being exposed to it unprotected; the moon — its appearance by 
night, full, gibbous, horned; its occasional absence from the hea- 
vens; the stars — their shining, difference among them, their num- 
ber, distance from us, &c. In this connection the teacher may 



28 

read to them the eighteenth and nineteenth psalms, and other pas- 
sages of scripture of that kind, sing with them a hymn celebrating 
the glory of God in the creation, and enforce the moral bearing 
of such contemplations by appropriate remarks. A very common 
lesson is, the family and family duties — love to parents, love to bro- 
thers and sisters — concluding witli appropriate passages from scrip- 
ture, and singing a family hymn. 

2d. Elements of Reading. 

After a suitable time spent in the exercises above described, the 
children prpceed to learn the elements of reading. The first step 
is to exercise the organs of sound, till they have perfect command 
of their vocal pov^'ers, and this, after the pi'evious discipline in con- 
versation and singing, is a task soon accomplished. They are then 
taught to utter distinctly all the vowel sounds. The characters or 
letters representing these sounds are then shown and described to 
them till the form end power of each are distinctly impressed upon 
their memories. The same process is then gone thi'ough in respect to 
dipthongs and consonants. Last of all, after having acquired a de- 
finite and distinct view of the diflfei-ent sounds, and ot the forms 
of the letters which respectively represent these sounds, they are 
taught the names of these letters, with the distinct understanding 
that the name of a letter and the power of a letter, are two very 
different things. 

They are now prepared to commence reading. The letters are 
printed in large form on square cards, the class stands up before a 
sort of rack, the teacher holds the cards in his hand, places one 
upon the rack, and a conversation of this kind passes between him 
and his pupils: What letter is that? H. He places another on 
the rack — What letter is thaf? A. I now put these two letters to- 
gether, thus, (moving the cards close together), HA — What sound 
do these two letters signify? Ha. There is another letter — What 
letter is that? (putting it on the rack.) R. I now put this third 
letter to the other two, thus, HAR — What sound do the three let- 
ters make? Har. There is another letter- — What is it? D. I 
join this letter to the other three, thus, HARD — What do they all 
make? Hard. Then he proceeds in the same way with the let- 
ters F-I-S-T; joins these four letters to the preceding four, HARD- 
FIST, and the pupils pronounce, Hard-fist. Then with the let- 
ters E and D, and joins these two to the ])rcceding eight, and the 
pupils pronounce Hard-fisted. In this way they are taught to 
read words of any length — (for you may easily add to the above, 
N-E-S-S, and make Hard-jistedness) — the longest as easily as 
the shortest; and in fact they learn their letters; they learn to read 
words of one syllable and of several syllables, and to read in plain 
reading by the same process at the same moment. After having 



29 

completed a sentence, or several sentences, with the cards and rack, 
they then proceed to read the same words and sentences in their 
spelHng books. 

3. Elements of Writing. 

The pupils are first taught the right position of the arms and 
body in writing, the proper method of holding the pen, &c.; and 
are exercised on these points till their habits are formed correctly. 
The different marks used in writing are then exhibited to them, 
from the simple point or straight line, to the most complex figure. 
The variations of form and position which they are capable of as- 
suming, and the different parts of which the complex figures are 
composed, are carefully described, and the student is taught to imi- 
tate them, beginning with the most simple, then the separate parts 
of the complex, then the joining of the several parts to a whole, 
with his pencil and slate. After having acquired facility in this 
exercise he is prepared to write with his ink and paper. The copy 
is written upon the black-board; the paper is laid before each mem- 
ber of the class, and each has his pen ready in his hand awaiting the 
word of his teacher. If the copy be the simple point, or line /, the 
teacher repeats the syllable one, one, slowly at first, and with 
gradually increasing speed, and at each repitition of the sound the 
pupils write. In this way they learn to make the mark both cor- 
rectly and rapidly. If the figure to be copied consist of two strokes, 
(thus, 7,) the teacher pronounces one, two, one, two, slowly at first, 
and then rapidly as before; and the pupils make the first mark, and 
then the second, at the sound of each syllable as before. If the 
figure consist of three strokes, (thus, l,) the teacher pronounces one, 
two, three, and the pupils write as before. So when they come to 
make letters — the letter a has five strokes, thus, a. When that is 
the copy, the teacher says deliberately, one, two, three, four. Jive, 
and at the sound of each syllable the different strokes composing 
the letter are made; the speed of utterance is gradually accelera- 
ted, till finally the a is made very quickly, and at the same time 
neatly. By this method of teaching, a plain, neat and quick hand 
is easily acquired. 

4. Elements of Number, or Arithmetic. 

In this branch of instruction I saw no improvements in the 
mode of teachmg not already substantially introduced into the 
best schools of our own country, I need not, therefore, enter into 
any details respecting them — excepting so far as to say that the 
student is taught to demonstrate and perfectly to understand the 
reason and nature of every rule before he uses it. 

(See Arithmetics, by Colburn, Ray, Miss Beecher and others.) 



30 

II. Second pari — Children from eight to ten years of age. 

1. Exercises in Reading. 

The object of these exercises in this part of the course, is to 
acquire the habit of reading with accuracy and readiness, with 
due regard to punctuation, and with reference to orthography. 
Sometimes the whole class read together, and sometimes an indi- 
vidual by himself, in order to accustom them to both modes ot 
reading, and to secure the advantages of both. The sentence is 
first gone through with in the class, by distinctly spelling each word 
as it occurs; then by pronouncing each word distinctly without 
spelling it; a third time, by pronouncing the words and men- 
tioning the punctuation points as they occur. A fourth time, the 
sentence is read with the proper pauses indicated by the punctua- 
tion points, without mentioning them. Finally, the same sentence 
is read with parlicular attention to the intonations of the voice. 
Thus, one thing is taken at a time, and pupils must become 
thorough in each as it occurs, before they proceed to the next. 
One great benefit of the class reading together is, that each individ- 
ual has the same amount of exercise as if he were the only one 
under instruction, his attention can never falter, and no part of the 
lesson escapes him. A skilful teacher once accustomed to this mode 
of reading, can as easi'y detect any fault,mispronunciation,or a neg- 
ligence, in any individual, as if that individual were reading alone. 

The process is sometimes shortened, and the sentence read only 
three times, namely — "according to the words, according to the 
punctuation, according to the life." 

2. Exercises in Writing. 

The pupils proceed to write copies in joining hand, both large 
and small, the principles of teaching being essentially as described 
in the first part of the course. The great object here is, to obtain 
a neat, swift, business hand. Sometimes without a copy they 
write from the dictation of the teacher; and in most cases instruc- 
tion in orthography and punctuation is combined with that in pen- 
manship. They are also taught to make and mend their own pens, 
and in doing this to be economical of their quills. 

3. Religious and moral instruction in select Bible narratives. 

In this branch of teaching the methods are various, and the 
teacher adopts the method best adapted in his judgment, to the par- 
ticular circumstances of his own school, or to the special objects 
which he may have in view with a particular class. Sometimes 
he calls the class around him and relates to them, in his own lan- 
guage, some of the simple narratives of the Bible, or reads it to 
them in the words of the Bible itself, or directs one of the children 
to read it aloud; and then follows a friendly, familiar conversation 



31 

between him and the class; respecting the narrative, their little 
doubts are proposed and resolved, their questions put and answer- 
ed, and the teacher unfolds the moral and religious instruction to 
be derived from the lesson, and illustrates it by appropriate quota- 
tions from the didactic and preceptive parts of the scripture. Some- 
cimes he explains to the class a particular virtue or vice — a^;^truth 
or a duty; and after having clearly shown what it is, he takes some 
Bible narrative which strongly illustrates the point in discussion, 
reads it to them, and directs their attention to it with special refer- 
ence to the preceding narrative. 

A specimen or two of these different methods will best show 
what they are: 

(a) Read the narrative of the birth of Christ as given by Luke 
2: 1-20. Observe, Christ was born for the salvation of men, so 
also for the salvation of children. Christ is the children's friend. 
Heaven rejoices in the good of men. Jesus, though so gre it and 
glorious, makes his appearance in a most humble condition. He 
is the teacher of the poor, as well as of the rich. 

With these remarks compare other texts of the Bible: 

'•Jno. 3: 16. For God so loved the world that he gave his only begot- 
ten son, that whosoever believeth in him should not perish, but have ever- 
lasting life." 

"I. Jno. 4: 9. In this was manifested the love of God towards us; be- 
cause God sent his only begotten Son into the world that we might live 
through him." 

"Mark 10: 14,15. But when Jesus saw it he was much displeased, 
and said unto them, suffer little children to come unto me, for of such is 
the kingdom of God: Verily I say unto you, whosoever shall not receive 
the kingdom of God as a little child, he shall not enter therein." 

And the lesson is concluded with singing a Christmas hymn. 

Jesus feeds five thousand men: Jno. 6: 1-14. 

God can bless a little so that it will do great good. 

Economy suffers nothing to be lost — other texts Ps. 145: 15, 16. 

"The eyes of all wait upon thee, and thou givest them their meat in 
due season." 

"Thou openest thy hand and satisfieth the desire of every living 
thing." Matt. 6: 31-33. 

Story of Cain and Abel. Gen. 4: 1-16. 

Remarks. — Two men may do the same thing externally, and 
yet the merit of their acts be very different. God looks at the 
heart. Be careful not to cherish envy or ill will in the heart. You 
know not to what crimes they may lead you. Remorse and mis- 
ery ol the fratricide — other texts. Matt. 15: 19. Heb. 11:4, 
I. Jno. 3; 12. Job, 34:32. 



32 

"19. For out'of the heart proceed evil thoughts, murders, adulteries, 
fornications, thefts, false witness, blasphemies." 

"4. By faith Abel offered unto God a more excellent sacrifice than Cain, 
by which he obtained witness, that he was righteous, God testifiing of 
hie gifts; and by it he, being dead, yet speaketh." 

"12. Not as Cain, who was of that wicked one, and slew his brother. 
And wherefore slew he him? Because his own works were evil, and his 
brother's righteous." 

Story of Jesus in the temple. Luke 2: 41-52: 

Jesus in his childhood was very Ibnd of learning — (he heard and 
asked questions;) God's word was his delight, he understood what 
he heard and read — (men were astonished at his understanding 
and answers.) He care hilly obeyed his parents — (he went with 
them and was subject to them ) And as he grew up his good con- 
duct endeared him to God and man — other texts. Eph. 6: 1-4. 
Prov. 35 1-4. 

"]. Children obey your parents, in the Lord: for this is right. 

"2. Honor thy father and thy mother, (which is the first commandment 
with promise:) 

"3. That it may be well with thee, and thou mayest live long on the 
earth. 

"4. And, ye fathers, provoke not your children to wrath: but bring them 
up in the nurture and admonition of the Lord." 

"1. My son, forget not my law; but let thine heart keep my command- 
ments: 

*'2. For length of days, and long life, and peace, shall they add to thee. 

"3. Let not mercy and truth forsake thee: bind them about thy neck; 
write them upon the table of thine heart: 

•'4. So shalt thou find favor and good understanding in the sight of 
God and man." 

On the other mode of teaching, the teacher for example, states 
the general truth, that God protects and rewards the good, and pun- 
ishes the bad. In illustration of this he reads to them the narrative 
of Daniel in the lion's den, and the death which overtook his wick- 
ed accusers. Dan. 6: In illustration of the same truth, the escape 
of Peter and the miserable death of his persecutor, Herod, may be 
read. Acts 12. 

The teacher may impress upon the mind of his class, that dil- 
igence, scrupulous fidelity and conscientious self control, are the 
surest guarantees of success in life. And in illustration of the 
statement, read the narrative of Joseph's conduct in his masters 
house in Egypt, and in the prison, and in the results of it. Gen. 39. 
So, also, various incidents in the life of Jesus may boused to great 
advantage in illustrating different virtues. 

It is recommended that the teacher employ, in his instructions, 
the trajislation of the Scripture in general use among the people; 



33 

but that he occasionally take the original Scriptures and read to 
the children, in his own translation, and sometimes use simple 
translations from different authors, that children may early learn 
to notice ihe diversities in different faithful translations, and see 
what they really amount to. 

It is scarcely necessary to observe, that a teacher who under- 
stands his business and is faithful to his trust, will scrupulously ab- 
stain from sectarian peculiarities, or from casting odium on the 
tenets of any of the Christian denominations. A man who has not 
magnanimity or enlargement of mind enough for this, is not fit to 
be employed as a teacher, even in the humblest branches of knowl- 
edge. 

4. Language, or Grammar. 

The knowledge of the native tongue; the ability to use it with 
correctness, facility and power, is justly regarded as one of the 
most important brancnes of common school instruction. It is the 
principal object of the logical exercises, or as they may be justly 
termed, the exercises in thinking and speaking, already described 
as the first subject of study in the first part of the course, before 
the child has begun to use his book at all. 

In this second part of the course, grammar is taught directly 
and scientifically, yet by no means in a dry and technical manner. 
— On the contrary, technical terms are carefully avoided, till the 
child has become familiar with die nature and use of the things 
designated by them, and he is able to use them as the names of 
ideas which have a definite existence in his mind, and not as awful 
sounds, dimly shadowing forth some mysteries of science into which 
he has no power to penetrate. 

The first object is to illustrate the different parts of speech, such 
as the noun, the verb, the adjective, the adverb; and this is done by 
engaging the pupil in conversation and leading him to form sen- 
tences in which the particular part of speech to be learned shall he 
the most important word, and directing his atteniion to the nature 
and use of the word in the place where he uses it. For example, 
let us suppose the nature and use of the adverb is'to be taught: — 
The teacher writes upon the black-board the words "here, there, 
near," <fec. He then says, "children we are all together in thi? 
room — by which of the words on the black-board can you express 
this?" Children — ''We are all here.'" Teacher — "Now look out 
of the window and see the church: what can you say ofthe church 
with the second word on the black-board?" Children — "The 
church is there'' Teacher^ — "The distance between us and the 
church is not great; how will you express this by a word on the 
black-board?" Children — "The church is near.''' The fact that 
these different words express the same sort of relations is then ex 

5 — ED. RKT. 



34 

plained, and accordingly that tliey belong to the same class, or are 
the same part of speech. The variations of these words is next 
explained. "Children, you say the church is near, but there is a 
shop between us and the church; what will you say of the shop?" 
Children — "The shop is nearer" Teacher — "But there is a fence 
between us and the shop. Now when you think of the distance 
between us, the shop and the fence, what will you say of the fence?" 
Children — "The fence is nearest." So of other adverbs. "The 
lark sings t^e//. Compare the singing of the lark with that of the 
canary bird. Compare the singing of the nightingale with that of 
the canary bird." After all the different sorts of adverbs and their 
variations have in this way been illustrated, and the pupils under- 
stand that all words of this kind are called adverbs, the definition 
of the adverb is given as it stands in the grammar, and the book is 
put into their hands to study the chapter on this topic. In this 
way the pupil understands what he is doing at every step of his 
progress, and his memory is never burdened with mere names to 
which he can attach no definite meaning. 

The mode of teaching the subsequent branches is founded on 
the same general principles, and it may not be necessary to give 
particular examples. 

5. Numbers, or Arithmetic. 

6. Doctrine of space and form, or Geometry. 
7th. Singing by note, or elements of Music. 

The method of teaching music has already been successfully in- 
troduced into our own state, and whoever visits the schools of 
Messrs. Mason or Solomon, in Cincinnati, will have a much 
better idea of what it is than any description can give; nor will any 
one who visits these schools entertain a doubt that all children from 
six to ten years of age, who are capable of learning to read, are 
capable of learning to smg, and that this branch of instruction can 
be introduced into all our common schools with the greatest advan- 
tage, not only to the comfort and discipline of the pupils, but also 
to their progress in their other studies. 

The students are taught from the black-board. The different 
sounds are represented by lines of different lengths, by letters, by 
figures, and by musical notes; and the pupils are thoroughly drilled 
on each successive principle before proceeding to the next. 

III. Third part of two years — Children from ten to twelve. 

1. Exercises in Reading and Elocution. 

The object of these exercises in this part of the course is to ac- 
custom the pupils to read in a natural and impressive manner, so 
as to bring the full force of the sentiment on those to whom they 



35 

read. They are examined in modulation, emphasis, and the vari- 
ous intonations, and they often read sentences from the black board 
in which the various modulations are expressed by musical notes 
or curved lines. 

The evils of drawling and monotone are prevented in the out- 
set by the method of teaching, particularly the practice of the 
whole class reading together and keeping time. JShort and pithy 
sentences, particularly the book of Proverbs, are recommended as 
admirably adapted to exercises of this kind. 

2. Ornamental Writing introductory to Drawing. 

The various kinds of ornamental letters are here practiced upon, 
giving accuracy to the eye and steadiness to the hand, preparatory 
to skill in drawing, which comes into the next part of the course. 
The pupils also practice writing sentences and letters, with neat- 
ness, rapidity and correctness. 

3. Religious instruction in the connected Bible history. 

The design here is to give to the student a full and connected 
view of the whole Bible history. For this purpose large tables 
are made out and hung before the students. These tables are 
generally arranged in four columns; the first, containing the names 
of the distinguished men during a particular period of Bible history; 
the second, the dates; the third, a chronological register of events; 
and the fourth, the particular passages of the Bible where the his- 
tory of these persons and events may be found. With these tables 
before the pupils, the teacher himself, in his own words, gives a 
brief conversational outline of the principal characters and events 
within a certain period, and then gives directions that the scriptural 
passages referred to, be carefully read. After this is done the 
usual recitation and examination takes place. Some of the more 
striking narratives, such as the finding of Moses on the banks of 
the Nile; Abraham offering his son; the journey of the wise men 
to do homage to Christ; the crucifixion; the conversion of Paul, 
&c., are committed to memory in the words of the Bible, and the 
recitation accompanied with the singing of a hymn alluding to these 
events. The moral instruction to be derived from each historical 
event is carefully impressed by the teacher. The teacher also gives 
them a brief view of the history between the termination of the 
Old and the comm.encement of the New Testament, that nothing 
may be wanting to a complete and systematic view of the whole 
ground. Thus the whole of the historical part of the Bible is 
studied thoroughly, and systematically, and practically, without the 
least sectarian bias, and without a moment being spent on a single 
idea that will not be of the highest use to the scholar during all 
his future life. 
4. Language and Grammar. 



36 

There is here a continuation of the exercises m the preceding 
parts of the course, in a more scientific form, together with pars- 
ing of connected sentences, and writing from the dictation of the 
teacher, with reference to grammar, orthography and punctuation. 
The same principle alhided to before, of avoiding technical terms 
till the things represented by those terms are clearly perceived, is 
here carefully adhered to. A single specimen of the manner in 
which the modes and tenses of the verb are taught, may be suffi- 
cient to illustrate my meaning. The teacher writes on the black 
board a simple sentence, as, "The scholars learn wellj" and asks 
the class what sort of a sentence it is. They reply that it is a direct 
statement of a fact. (Teach.) Put it in the form of a command. 
(Class.) "Scholars, learn \rell." (Teach.) Put it in a question 
form. (Class) Do the scholars learn welH (Teach.) Of a wish. 
(Class) May the scholars learn well! (Teach.) Of an exclama- 
tion, (Class) How well the scholars learn! (Teach.) The con- 
ditional form. (Class) If the scholars learn well; or should the 
scholars learn well. (Teach.) Of necessity. (Class) The schol- 
ars must learn well. (Teach.) OfabiUt}-. (Class) The scholars 
can learn well, &c. &c. They are then taught that the direct 
statement is called the indicative mode of the verb; the command, 
the imperative mode; the conditional, the subjunctive mode; the 
wish, the potential mode, &c. &c. — and after this the book is put 
into their hands and they study the lesson as it stands. After this 
the different tenses of the several modes are taught in the same 
way. 

5. Real instruction, or knowledge of nature and the external 
world, including the first elements of the natural sciences, the arts 
of life, geography and history. Instruction on this head is directed 
to the answering of the following questions, namely: 

(a) What is man, as it respects his corporeal and intellectual nature^ 

Here comes anatomy and physiology, so far as the structure of 
the human body is concerned, and the functions of its several parts. 

Also the simple elements of mental philosophy. In this connec- 
tion appropriate texts of scripture are quoted, as Gen. 2: 7. Ps. 139: 
13-16. An appropriate hymn is also sung. 

*'7. And the Lord God formed man of the dust of the ground, and 
breathed into his nostrils the breath of Hfe: and man became a hving soul." 

*'14. I will praise thee; fori am fearful and wonderfully made: marvel- 
lous' are thy works; and that my soul knoweth right well. 

"15. My substance was not hid from thee, when I was made in secret 
and euriously wrought in the lowest parts of the earth. 

"16. Thine eyes did see my substance, yet being unperfect; and in thy 
book all my members were written, w/iicA. in continuance were fashioned,, 
when a$ yet there was none of them." 



37 

(6) What does man need for the preservation and cheerful enjoy- 
ment of life, as it respeets his body and mind? For his body he 
needs food; the different kinds of food and the mode of preparing 
them, are here brought to view; the unwholesomeness of some 
kinds of food; injuriousness of improper food; cooking; evils of 
gluttony. The ditierent kinds of clothing and modes of preparing 
them; what sort of dress is necessary to health; folly and wicked- 
ness of vanity and extravagance. Dwellings; materials of which 
houses 'are constructed; mode of constructing them; different 
trades employed in their consti^uction. 

For the mind, man needs society; the family and its duties; the 
neighborhood and its duties. Intellectual, moral, and religious 
cultivation; the school and its duties; the church and its duties. 
For the body and mind both, he needs security of person and pro- 
perty; the government; the legislature; the courts, &c. 

(c) Where and how do men find the means to supply their wants, 
and make themselves comfortable and happy in this lifel 

The vegetable, the mineral, and the animal kingdoms are here 
brought to view, for materials; together with agriculture and man- 
ufactures as the means of converting these materials to our use. 
Geography, ^vlth special reference to the productions of countries, 
and their civil, literary and religious institutions; towns, their organi- 
zation and employments. Geography is sometimes taught by 
blank charts, to which the students are required to affix the names 
of the several countries, rivers, mountains, principal towns, &c., and 
then state the productions and institutions for which they are re- 
markable. Sometimes the names of countries, rivers, &c. are 
given, and the pupil is required lo construct an outline chart of their 
localities. 

In respect to all the above points, the native country is particular- 
ly studied, its capabilities, its productions, its laws, its institutions, 
its history, &c., are investigated, with especial reference to its abili- 
ty of supplying the physical, social and moral wants of its inhabi- 
tants. Under this head the pupils are taught to appreciate their 
native country, to venerate and love its institutious, to understand 
what is necessary to their perfection, and to imbibe a spirit of pure 
and generous patriotism. It is scarcely necessary to add, that all 
the instruction under this 5th head, is confined to the fundamental 
and simplest principles of the sevei^al branches referred to. 

6. Arithmetic continued through fractions and the rules of pro- 
portion. 

7. Geometry, doctrines of magnitudes and measures. 

8. Singing and science of local and instrumental music. 

IV. Fourth part of two years — Children from twelve to fourteen. 
1. Religious iristruction, in the religious observation of nature, 



38 

the life and discourses of Jesus Christ, the history of the christian 
religion, in connection with the cotemporary civil history, and the 
principal doctrines of the christian system. 

The first topic of instruction mentioned under this head is one 
of peculiar interest and utility. The pupils are taught to observe 
with care and system, the various powers and operations of nature, 
and to consider them as so many illustrations of the wisdom, power, 
and goodness of the Creator, and at each lesson they are yirected 
to some appropriate passage of the Bible, which they read and 
commit to memory; and thus the idea is continually impiessed on 
them, that the God of nature, and the God of the Bible, are one 
and the same Being. 

For example, as introductory to the whole study, the first 
chapter of Genesis, together with some other appropriate passage 
of scripture, as the 147th Psalm, or the 38th chapter of Job, may 
be read and committed to memory. The surface of the earth, as 
illustrating the power and wisdom of God, may be taken as a 
lesson. Then the varieties of surface, as mountains, valleys, oceans, 
and rivers, continents, and islands, the heighth of mountains, the 
breadth of oceans, the length of rivers, remarkable cataracts, ex- 
tended caverns, volcanoes, tides, &c., may be taken into view, 
and the teacher may impress upon the class the greatness, power, 
and intelligence necessary for such a creation. The whole is forti- 
fied by the application of such a passage as Psalm 104: 1-13 

"1. Bless the Lord, O my soul. O Lord my God, thou art very great; 
thou art clothed with honor and majesty. 

"2. Who coverest thyself with light 3i.s with a garment; who stretchest 
out the heavens like a curtain; 

"3. Who layeth the beams of his chambers in the waters: who maketh 
the clouds his chariot: who walketh upon the wings of the wind: 

"4. Who maketh his angels spirits; his ministers a flaming fire: 

"5. Who laid the foundation of the earth, that it should not be removed 
forever. 

"6. Thou coveredst it with the deep as with a garment: the waters 
stood above the inountains. 

"7. At thy rebuke they fled; at the voice of thy thunder they hasted 
away. 

"8. They go up by the mountains; they go down by the valleys unto the 
place which thou hast founded for them. 

"9 Thou hast set a bound that they may not pass over; that they turn 
not again to cover the earth. 

"10. He sendeth the springs into the valleys, which run among the 
hills. 

"11. They give drink to every beast of the field; the wild asses quench 
their thirst. 

"12. By them shall thefowlsof the heaven have their habitation, which 
sing among the branches. 

"13. He watereth the hills from his chambers: the earth is satisfied 
with the fruit of thy works." 



39 

"24. O Lord, how manifold are thy works! in wisdom hast thou made 
them all: the earth is full of thy riches. 

"25. So is this great and wide sea, wherein are things creeping innu- 
merable, both small and great beasts. 

"26. There go the ships; there is that leviathan, w^ont thou hast made 
to play therein. 

The fruitfulness and beauty of the earth, as illustrating the wis- 
dom and goodness of God, may serve as another lesson. Here 
may be exhibited the beauty and variety of the plants and flowers 
with which the earth is adorned — the manner of their g-rowth and 
self-propagation, their utility to man and beast, their immense num- 
ber and variety, their relations to each other as genera and species; 
trees and their varieties, their beauty and utility, their timber and 
their fruit; and, in connection with this lesson, Psalm 104: 14-34, 
may be committed to memory: 

"14. He causeth the grass to grow for the cattle, and herb for the 
service of man: that he may bring forth fruit out of the earth; 

"15. And wine that makethglad the heart of man, andoil to make his 
face toshine, and bread which strengtheneth man's heart. 

"16. The trees of the Lord are full of sap; the cedars of Lebanon which 
he hath planted; 

"17. Where the birds make their nests; as _/br the stork, the fir-trees 
are her house. 

"18. The high hills are a refuge for the wild goats, and the rocks for 
the conies. 

"19. He appointeth the moon for seasons: the sun knoweth his going 
down. 

"20. Thou makest darkness, and it is night: wherein all the beasts of 
the forests do creepjbrlh. 

"21. The young lions roar after their prey, and seek their meat from 
God. 

"22. The sun ariseth, they gather themselves together, and lay them 
down in their dens. 

"23. Man goeth forth to his work and to his labor until the evening." 

"27. These wait all upon thee; that thou mayst give them their meat 
in due season. 

"28. That thou givest them they gather; thou openest thine hand, 
they are filled with good. 

"29. Thou hidest thy face, they are troubled; thou takest away their 
breath, they die, and return to their dust. 

"30. Thou sendest forth thy spirit, they are created; and thou renewest 
the face of the earth. 

"31. The glory of the Lord shall endure forever; the Lord shall rejoice 
in his works. 

"32. He looketh on the earth, and it trembleth: he toucheth the hills 
and they smoke. 

"33. I will sing unto the Lord as long as I live: 1 will sing praise unto 
my God while I have my being. 

""34. My meditation ofhim shall be sweet: I will be glad in the Lord." 



40 

in like manner, the creation and nourishment, the habits and 
instincts of various animals may be contemplated in connection 
with Proverbs 6: 6-8; Psalm 104: 17-22; Proverbs 30; 24-31. 
Gen. 1: 20-24; Psalms 145: 15-16. 

"6. Go to the ant, thou sluggard; consider her ways, and be wise: 

"7. Which having no guide, overseer, or ruler, 

"8. Provideth her meat in the summer, and gathereth her food in the 
harvest." 

"24. There be four things which are litlleon the earth but they are ex- 
ceeding wise: 

"25. The ants are a people not strong, yet they prepare their meat in 
the summer. 

"26. The conies are but a feeble folk, yet they make their houses in the 
rocks. 

"27. The locusts have no king, yet they go forth all of them by bands; 

"28. The spider taketh hold with her hands, and is in kings' palaces. 

"29. There be three //iz?i^-s which go well, yea, four are comely in going. 

"30. A lion, to/iic^ is strongest among beasts, and turneth not away for 
any; 

"31. A greyhound; an he-goat also; and a king against whom there is 
no rising up." 

"24. And God said, Let the earth bring forth the living creature after 
his kind, cattle, and creeping thing, and beast of the earth after his kind: 
and it was so. 

"25. And God made the beast of the earth after his kind, and cattle after 
their kind, and every thing that creepeth upon the earth after his kind: 
and God saw thatiV was good." 

"15. The eyes of all wait upon thee; and thou giA^est ihem their meat 
in due season. 

"16. Thou openest thine hand, and satisfiest the desire of every living 
thing. 

"17. The LoKD is righteous in all his ways, and holy in all his works." 

The phenomena of light and colour, the nature of the rainbow, 
&c., may make another interesting lesson, illustraling the unknown 
forms of beauty and glory which exist in the Divine Mind, and 
which He may yet develope in other and still more glorious 
worlds; in connection with Gen. 1, 3, 5, 9, 13, 14, and other pas- 
sages of like kind. 

So the properties of the air, wind, and storm, Job 28, 25 — 28, 
33, 34,35. Ps. 148, 8. 

"33. Knowest thou the ordinances of heaven? canst thou set the do- 
minion thereof in the earth? 

"34. Canst thou Hft up thy voice to the clouds, that abundance of waters 
may cover thee? 

"35. Canst thou send lightnings, that they may go, and say unto th«e, 
Here we are! 

"36. Who hath put wisdom in the inward parts? or who hath given 
understanding to tiie heart? 

"37. Who can number the clouds in wisdom? or who tan stay the 
bottles of heaven." 



41 

Then the heavens, the sun, moon, planets, fixed stars and comets, 
the whole science of astronomy, so far as it can be introduced with 
advantage into common schools, can be comtemplated in the same 
way. The enlightening, elevating and purifying moral influence of 
such a scheme of instruction, carried through the whole system of 
nature, must be clearly obvious to every thinking mind, and its 
utility, considered merely with reference to woi'ldly good, is no 
less manifest. 

The second topic of religious instruction is more exclusively 
scriptural. The life of Christ, and the history of the apostles, as 
given in the New Testament, are chronologically arranged, and 
tables formed as before. (III. 3.) The discourses of Christ are 
examined and explained in their chronological arrangement, and 
in the same way the discourses and epistles of the apostles. The 
history of Christianity, in connection with the cotemporary civil 
history, is taught in a series of conversational lectures. To con- 
clude the whole course of religious instruction, a summary of the 
christian doctrine is given in the form of some approved catechism. 

2. Knowledge of the world and of mankind, including civil so- 
ciety, constitutional law, agriculture, mechanic arts, manufactures, 
&c. 

This is a continuation and completion in a more systematic form 
of the instruction commenced in III, 5. The course begins with 
the family, and the first object is to construct a habitation. The 
pupil tells what materials are necessary for this purpose, where 
they are to be found, how brought together and fitted into the sev- 
eral parts of the building. The house must now be furnished. — 
The different articles of furniture and their uses are named in sys- 
tematic order, the materials of which they are made, and the vari- 
ous trades employed in making them are enumerated. Then comes 
the garden, its tools and products, and whatever else is necessary 
for the subsistence and physical comfort of a family. Then the 
family duties and virtues, parental and filial obligation and affec- 
tion; rights of property, duties of neighborhoods; the civil relations 
of society; the religious relations of society; the state, the father- 
land, &c.; finally geography, history and travels. Books of travels 
are compiled expressly for the use of schools, and are found to be 
of the highest interest and utility. 

3. Language and exercises in composition. 

The object here is to give the pupils a perfect command of their 
native tongue and ability to use it on all occasions with readiness 
and power. The first exercises are on simple (questions, such as — 
"Why ought children to love and obey their parents" — or they are 
short descriptions of visible objects, such as a house, a room, a 
garden, &c. There are also exercises on the various forni.s of ex- 

6 — ED. RKP, 



42 

pressing the same idea, as *'The sun enlightens the earth." "The 
earth is enlightened by the sun." "The sun gives light to the 
earth." "The earth receives light from the sun." "The sun is the 
source of light to the earth." "The sun sends out its rays to en- 
lighten the earth." "The earth is enlightened by rays sent out 
from the sun," &c. There are exercises also of the same sort, or 
metaphors and other figures of speech — familiar letters are then 
written and short essays on themes such as may be furnished by 
texts from the book of Proverbs and other sentences of the kind; 
and thus gradual advancement is made to all the higher and gra- 
ver modes of composition. 

4. Application of arithmetic and mathematics to the business ol 
life, including surveying, civil engineering, &c. 

The utility of this branch of instruction and the mode of it, after 
what has already been said, are probably too obvious to need any 
further illustration. 

6. Elements of Drawing. 

For this the pupils have already been prepared by the exercises 
in ornamental writing in the previous part of the course. They 
have already acquired that accuracy of sight and steadiness of hand 
which are among the most essential requisites to drawing well. — 
The first exercises are in drawing lines, and the most simple mathe- 
matical figures, such as the square, the cube, the triangle, the par- 
alellogram : generally from wooden models placed at some little 
distance on a shelf, before the class. From this they proceed to 
architectural figures, such as doors, windows, columns, and facades- 
Then the figuies of animals, such as a horse, a cow, an elephant — 
first from other pictures, and then from nature. A plant, a rose, or 
some flower is placed upon a shelf and the class make a picture of 
it. From this they proceed to landscape painting, historical paint- 
ing, and the higher branches of the art, according to their time and 
capacity. All learn enough of drawing to use it in the common 
business of life, such as plotting a field, laying out a canal, or 
drawing the plan of a building; and many attain to a high degree 
of excellence. 

6. Exercises in singing and the science of music. 

The instructions of the previous parts are extended as far as pos- 
sible, and include singing and playing at sight, and the more ab- 
struse and difficult branches of the science and art of music. 

CHARACTER OF THE SYSTEM. 

The striking features of this system, even in the hasty and 
imperfect sketch which my limits allow me to give, are obvious 
even to superficial observation. No one can fail to observe its 



43 

great completeness, both as to the number and kind of subjects 
embraced in it, and as to its adaptedness to develope every power 
of every kind, and give it a uselbl direction. What topic in all 
that is necessary for a sound business education is here omitted? 
I can think of nothing, unless it be one or two of the modern 
languages, and these are introduced v^^herever it is necessary, as 
has already been seen in the study sheet of Dr. Diesterw^eg's 
seminary, inserted on a preceding page of this report. I have 
not taken the course precisely as it exists in any one school, 
but have combined from an investigation of many institutions, 
the features which I supposed would most fairly represent the 
whole system. In the Rhinish provinces of Prussia, in a con- 
siderable part of Bavaria, Baden, and Wirtemberg, French is 
taught as well as German; in the schools of Prussian Poland, 
German and Polish are taught; and even English, in the Russian 
schools of Cronstadt and Archangel, where so many English and 
American merchants resort for the purposes of trade. Two 
languages can be taught in a school quite as easily as one, provi- 
ded the teacher be perfectly familiar, as any one may see by 
visiting Mr. Solomon's school in Cincinnati, where all the instruc- 
tion is given both in German and English. 

What faculty of mind is there that is not developed in the 
scheme of instruction sketched above? I know of none. The 
perceptive and reflective faculties, the memory and the judgment, 
the imagination and the taste, the moral and religious faculty, 
and even the various kinds of physical and manual dexterity, all 
have opportunity for development and exercise. Indeed, I think 
the system in its great outlines, as nearly complete as human in' 
genuity and skill can make it; though undoubtedly some of its 
arrangements and details admit of improvement; and some 
changes will of course be necessary in adapting it to the circum- 
stances of different countries. 

The entirely practical character of the system is obvious 
throughout. It views every subject on the practical side, and in 
reference to its adaptedness to use. The dry technical abstract 
parts of science are not those first presented; but the system pro- 
ceeds, in the only way which nature ever pointed out, from 
practice to theory, from parts to demonstrations. It has often 
been a complaint in respect to some systems of education, that 
the more a man studied, the less he knew of the actual business 
of life. Such a complaint cannot be made in reference to this 
system, for being intended to educate for the actual business of 
life, this object is never for a moment lost sight of. 

Another striking feature of the system is its moral and religious 
character. Its morality is pure and elevated, its religion entirely 



44 

femoved from the narrowness of sectarian bigotry. What 
parent is there, loving his children and wishing to have them 
respected and happy, who would not desire that they should 
be educated under such a kind of moral and religious influence 
as has been described? Whether a believer in revelation or not, 
does he not know that without sound morals there can be no 
happiness, and that there is no morality like the morality of the 
New Testament? Does he not know that without religion, the 
human heart can never be at rest, and that there is no religion 
like the religion of the Bible ? Every well informed man knows, 
that, as a general fact, it is impossible to impress the obligations 
of morality with any efliciencj on the heart of a child, or even 
on that of an adult, without an appeal to some mode which is 
sustained by the authority of God; and for what code will it be 
possible to claim this authority if not for the code of the Bible? 

But perhaps some will be ready to say, the scheme is indeed 
an excellent one, provided only it were practicable; but the idea 
of introducing so extensive and complete a course of study into 
our common schools is entirely visionary and can never be real- 
ized. I answer, that it is no theory which I have been exhibiting, 
but a matter of fact, a copy of actual practice. The above sys- 
tem is no visionary scheme emanating from the closet of a recluse, 
but a sketch of the course of instruction now actually pursued by 
thousands of schoolmasters in the best district schools that have 
ever been organized. It can be done, for it has been done, it is 
now done, and it ought to be done. If it can be done in Europe, 
I believe it can be done in the United States: if it can be done 
in Prussia, I know it can be done in Ohio. The people have but 
to say the word and provide the means, and the thing is accom- 
plished; for the word of the people here is even more powerful 
than the word of the King there; and the means of the people 
here are altogether more abundant for such an object than the 
means of the sovereign there. Shall this object, then, so desirable 
in itself, so entirely practicable, so easily within our reach, fail 
of accomplishment? For the honor and welfare of our State, 
for the safety of our whole nation, I trust it will not fail; but 
that we shall soon witness in this commonwealth the introduction 
of a system of common school instruction, fully adequate to all 
the wants of our population. 

But the question occurs, how can this be done? I will give a 
few brief hints as to some things which I suppose to be essential 
to the attainment of so desirable an end. 

MEANS OF SUSTAINING THK SYSTEM. 

1. Teachers must be skillful, and trained to their business. It 



45 

will at once be perceived, that the plan above sketched out pl'o- 
ceeds on the supposition that the teacher has fully and distinctly 
in his mind the whole course of instruction, not only as it re- 
spects the matter to be taught, but also as to all the best modes 
of teaching, that he may be able readily and decidedly to vary 
his method according to the peculiarities of each individual mind 
which may come under his care. This is the only true secret of 
successful teaching. The old mechanical method, in which the 
teacher relies entirely on his text-book, and drags every mind 
along through the same dull routine of creeping recitation, is ut- 
terly insufficient to meet the wants of our people. It may do in 
Asiatic Turkey, where the whole object of the school is to learn 
to pronounce the words of the Koran in one dull, monotonous 
series of sounds; or it may do in China, where men must never 
speak or think out of the old beaten track of Chinese imbecility; 
but it will never do in the United States, where the object of 
education ought to be to make immediately available for the high- 
est and best purposes, every particle of real talent that exists in 
the nation. To effect such a purpose, the teacher must possess 
a strong and independent mind, well disciplined, and well stored 
with every thing pertaining to his profession, and ready to adapt 
his instructions to every degree of intellectual capacity, and every 
kind of acquired habit. But how can we expect to find such 
teachers, unless they are trained to their business? A very 
few of extraordinary powers may occur, as we sometimes find 
able mechanics, and great mathematicians, who had no early 
training in their favorite pursuits; but these few exceptions to a 
general rule will never multiply fast enough to supply our schools 
with able teachers. The management of the human nnind, par- 
ticularly youthful mind, is the most delicate task ever committed 
to the hand of man; and shall it be left to mere instinct, or shall 
our schoolmasters have at least as careful a training as our law- 
yers and physicians? 

2. Teachers, then, must have the means of acquiring the ne- 
cessary qualifications; in other words, there must be institutions 
in which the business of teaching is made a systematic object of 
attention. I am not an advocate for multiplying our institutions. 
We already have more in number than we support, and it would 
be wise to give power and efficiency to those we now possess, 
before we project new ones. But the science and art of teaching 
ought to be a regular branch of study in some of our academies 
and high schools, that those who are looking forward to this pro- 
fession may have an opportunity of studying its principles. In 
addition to this, in our populous towns where there is opportunity 
for it, there should be large model schools, under the care of the 



46 

inost able and experienced teachers that can be obtained; and 
the candidates for the profession, who have ah-eady completed 
the theoretic course of the academy, should be employed in this 
school as monitors or assistants, thus testing all their theories by 
practice, and acquiring skill and dexterity under the guidance of 
their head master. Thus, while learning, they would be teach- 
ing, and no time or effort would be lost. To give efficiency to 
the whole system, to present a general standard and a promment 
point of union, there should be at least one model- teachers' semi- 
nary, at some central point, — as at Columbus, — which shall be 
amply provided with all the means of study and instruction, and 
have connected with it schools of every grade, for the practice 
of the students under the immediate superintendence of their 
teachers. 

3. The teachers must be competently supported, and devoted 
to their business. Few men attain any great degree of excel- 
lence in a profession, unless they love it, and place all their hopes 
in life upon it. A man cannot, consistently with his duty to him- 
self, engage in a business which does not afford him a competent 
support, unless he has other means of living, which is not the 
case with many who engage in teaching. In this country espe- 
cially, where there are such vast fields of profitable employment 
open to every enterprising man, it is not possible that the best of 
teachers can be obtained, to any considerable extent, for our dis- 
trict schools, at the present rate of wages. We have already 
seen what encouragement is held out to teachers in Russia, Prus- 
sia, and other European nations, and what pledges are given of 
competent support to their families, not only while engrtged in 
the work, but when, having been worn out in the public service, 
they are no longer able to labor. In those countries, where 
every profession and walk of life is crowded, and where one of 
the most common and oppressive evils is want of employment, 
men of high talents and qualifications are often glad to become 
teachers even of district schools; men who in this country would 
aspire to the highest places in our colleges, or even our halls of 
legislation and courts of justice. How much more necessary, 
then, here, that the profession of teaching should afford a compe- 
tent support! 

Indeed, such is the state of things in this country, that we can- 
not expect to find male teachers for all our schools. The busi- 
ness of educating, especially young children, must fall, to a great 
extent, on female teachers. There is not the same variety of 
tempting employment for females as for men, they can be sup- 
ported cheaper, and the Creator has given them peculiar qualifi- 
cations for the education of the young. Females, then, ought to 



47 

be employed extensively in all our elementary schools, and they 
should be encouraged and aided in obtaining the qualifications 
necessary for this work. There is no country in the world where 
woman holds so high a rank, or exerts so great an influence, as 
here; wherefore, her responsibilities are the greater, and she is 
under obligations to render herself the more actively useful. 1 
think our fair countrywomen, notwithstanding the exhortations 
of Harriet Martineau, Fanny Wright, and some other ladies and 
gentlemen, will never seek distinction in our public assemblies for 
public discussion, or in our halls of legislation; but in their ap- 
propriate work of educating the young, of forming the opening 
mind to all that is good and great, the more they distinguish 
themselves the better. 

4. The children must be made comfortable in their school: 
they must be punctual, and attend the whole course. There can 
be no profitable study without personal comfort; and the incon- 
venience and miserable arrangements of some of our school- 
houses are enough to annihilate all that can be done by the best 
of teachers. No instructor can teach unless the pupils are pres- 
ent to be taught, and no plan of systematic instruction can be 
carried steadily through, unless the pupils attend punctually and 
through the whole course. 

5. The children must be given up implicitly to the discipline 
of the school. Nothing can be done unless the teacher has the 
entire control of his pupils in school hours, and out of school too, 
so far as the rules of the school are concerned. If the parent in 
any way interferes with, or overrules the arrangements of the 
teacher, he may attribute it to himself if the school is not success- 
ful. No teacher ever ought to be employed to whom the en- 
tire management of the children cannot be safely entrusted; 
and better at any time dismiss the teacher than counteract his 
discipline. Let parents but take the pains and spend the money 
necessary to provide a comfortable school-house and a competent 
teacher for their children, and they never need apprehend that 
the discipline of the school will be unreasonably severe. No 
inconsiderable part of the corporate punishment that has been 
inflicted in schools, has been made necessary by the discomfort 
of school-houses and the unskilfulness of teachers. A lively, 
sensitive boy is stuck upon a bench full of knot-holes and sharp 
ridges, without a support for his feet or his back, with a scorching 
fire on one side of him and a freezing wind on the other; and a 
stiff" Orbilius of a master, with wooden brains and iron hands, 
orders him to sit perfectly still, with nothing to employ his mind 
or his body, till it is his turn to read. Thus confined for hours, 
what can the poor little fellow do but begin to wriggle like a 



48 

fish out of water, or an eel in a frying pun? For this irrepressi- 
ble effort at relief lie receives a box on the ear; this provokes 
and renders him still more uneasy, and next comes the merciless 
ferule; and the poor child is finally burnt and frozen, cuffed and 
beaten into hardened roguery or incurable stupidity, just because 
the avarice of his parents denied him a comfortable school-house 
and a competent teacher. [On the subject of school discipline, 
I solicit attention particularly to the answers to question 3, in 
Appendix B, to this report.] 

6. A beginning must be made at certain points, and the advance 
towards completeness must be gradual. Every thing cannot be 
done at once, and such a system as is needed cannot be generally 
introduced till its benefits are first demonstrated by actual expe- 
riment. Certain great points, then, where the people are ready 
to co-operate, and to make the most liberal advances in propor- 
tion to their means, to maintain the schools, should be selected, 
and no pains or expense spared, till the full benefits of the best 
system are realized; and as the good efTects are seen, other places 
will very readily follow the example. All experience has shown: 
that governmental patronage is most profitably employed, not 
to do the entire work, but simply as an incitement to the people 
to help themselves. - 

To follow up this great object, the legislature has wisely made 
choice of a Superintendent whose untiring labors and disinter- 
ested zeal are worthy of all praise. But no great plan can be 
carried through in a single year; and if the Superintendent is to 
have opportunity to do what is necessary, and to preserve that 
independence and energy of official character which is requisite 
to the successful discharge of his duties, he should hold his office 
for the same term and on the same conditions, as the Judges of 
the Supreme Court. 

Every officer engaged in this, or in every other public work, 
should receive a suitable compensation for his services. This 
justice requires, and it is the only way to secure fidelity and 
efficiency. 

There is one class of our population for whom some special 
provision seems necessary. The chidlren of foreign immigrants 
are now very numerous among us, and it is essential that they 
receive a good English education. But they are not prepared 
to avail themselves of the advantages of our common English 
schools, their imperfect acquaintance with the language being 
an insuperable bar to their entering on the course of study. It 
is necessary, therefore, that there be some preparatory schools, 
in which instruction shall be communicated both in English and 
their native tongue. The English is, and must be, the language 



49 

of this country, and the highest interests of our Slate demand it 
of the Legislature to require that the English language be thor- 
oughly taught in every school which they patronise. Still, the 
exigencies of the case make it necessary that there should be 
some schools expressly fitted to the condition of our foreign im- 
migrants, to introduce them to a knowledge of our language and 
institutions. A school of this kind has been established in Cin- 
cinnati by benevolent individuals. It has been in operation about 
a year, and already nearly three hundred children have received 
its advantages. Mr. Solomon, the head teacher, was educated 
for his profession in one of the best institutions of Prussia, and in 
this school he has demonstrated the excellencies of the system. 
The instructions are all given both in German and English, and 
this use of two languages does not at all interrupt the progress of 
the children in their respective studies. I cannot but recommend 
this philanthropic institution to the notice and patronage of the 
Legislature. 

In neighborhoods where there is a mixed population, it is desi- 
rable, if possible, to employ teachers who understand both lan- 
guages, and that the exercises of the school be conducted in both, 
with the rule, however, that all the reviews and examinations 
he in English only. 

These suggestions I have made with unfeigned diffidence, and 
with a sincere desire that the work which has been so nobly be- 
gun by the Legislature of Ohio, may be carried forward to a glo= 
rious result. I should hardly have ventured to take such liberty 
had not my commission expressly authorized me to "make such 
practical observations as I might think proper," as well as to re- 
port facts. I know that I am addressing enlightened and patriotic 
men, who have discernment to perceive, and good feeling to ap- 
preciate, every sincere attempt, however humble it may be, for 
the country's good; and I have therefore spoken out plainly and 
directly the honest convictions of my heart; feeling assured that 
what is honestly meant, will, by highminded men, be kindly re- 
ceived. 

All which is respectfully submitted, 

C. E. STOWE, 

Columbus, Dec. 18, 1837. 



Note. — I cannot close my report without acknowledging my 
special obligations to some gentlemen whose names do not occur 
in it. To Professor Dorner of the University of Tuebingen, I 

7— liD. REP, 



50 

am particularly indebted for Ws unwearied kindness and assiduity 
in directing me to the best schools, and introducing me to the 
teachers. To Dr. Bowring of London, and Professor Pryme 
and Henslow of the University of Cambridge, I am under parti- 
cular obligations. Dr. Drake of Cincinnati, and Hon. W. C. 
Rives, and Hon. Henry Clay of the U. S. Senate, also rendered 
me timely aid. Hundreds of teachers, and other gentlemen in- 
terested in education, whose sympathies I enjoyed, I shall always 
remember with pleasure and gratitude. 



APPENDIX. 



(A) 
PRUSSIAN SCHOOL LAWS. 

In establishing a uniform school system in Prussia, great difficulty has 
been encountered from the local usages and privileges of different sec- 
tions, of which the inhabitants have been extremely tenacious. Great 
care has been taken to avoid all Jieedless oifcnce, and to prevent local 
jealousies. Old usages and privileges, so far as possible, have been 
respected, and prejudices have not been rashly attacked, but left to be 
gradually undermined by the growing advantages of the system. This 
course has certainly been a wise one, but one that has required great 
patience and perseverance on the part of the government, and a great 
amount of special legislation. In examining the Prussian laws pertaining 
to the schools for elementary instruction, and teacher's seminaries alone, 
exclusive of the high schools, gymnasia, universities, &c,; I find that 
there are no less than 239 different edicts now in force, of which ?26 
have been issued by Frederick William III. The earliest date is July 
30th, 1736, and the latest, July, 1834. 

The subjects and the number of the different edicts, are as follows : 

I. General organization of the school system. Eleven edicts, from July, 
1736, to Aug., 1831. 

II. Duty of parents to send their children to the elementary schools. 
Nine edicts, from January, 1769, to January, 1831, namely : 

1. Seven on the general duties of parents, and 

2. Two having particular reference to the manufacturing districts. 

III. Instruction and education in the schools. Thirty-two edicts, from 
December, 1794, to Sept., 1832, namely: 

1. Seven on religious instruction. 

2. Seven on the general subjects of instruction, and their order. 

3. Four on instruction in agriculture and the arts. 

4. Two on vacations and dismissions from school. 

5. Twelve on the regulation of scholars out of school hours. 

IV. Duty of districts to maintain schools and teachers. Nine edicts, 
from June, 1790, to December, 1830. 

V. The right of appointing teachers. Seven edicts, from September, 
1812, toJanuary, 1831. 

VI. Teachers of the schools. Sixty-five edicts, from November, 1738, 
to December, 1833, namely : 

1. Ten on the calling and examination of teachers. 

2. Eight on the personal rights and duties of teachers. 

3. Five on the salaries of teachers. 

4. Twelve on teachers engaging in other employments. 

5. Two on the dismissing and pensioning of teachers. 

6. Twelve on the deposing of teachers. 



52 

7. Foiii' on providing for the families of deceased teachers. 

VII. Duties of magistrates in respect to the schools. Twelve edicts, 
from December, 1810, to March, 182«. 

VIII. School property. Thirty-seven edicts, from January, 1801, to 
October, 1833, namely r 

1. Fourteen on school funds and their management. 

2. Twenty-one on school houses. 

3. Two on settlement of amounts. 

IX. Regulations peculiar to schools in large cities. Four edicts, from 
June, 1811, to November, 1S27. 

X. Institutions for special purposes. Thirty-four edicts, from September, 
1811, to January, 1834, namely : 

1. Four on schools for the deaf mutes. 

2. One on orphan houses. 

3. Four on ecclesiastical instruction. 

4. Nine on private schools. 

5. One on infant schools. 

6. Two on girl's schools. 

7. Thirteen on schools for the Jews. 

XI. Education of Teachers. Twenty edicts, from September, 1818, to 
August, 1833, namely : 

1. Seven on instruction in and out of the seminary. 

2. Five on the personal rights and obligations of the students. 
S. Six on the military duties of the students, 

4. Two on associations of teachers. 

It is by a persevering, steady, determined series of efforts, carried 
through a long course of years, that the Prussian government has attained 
to a school system of such excellence and perfection. When Frederic 
Williain III. ascended the throne in 1797, the Prussian system was no 
better than the Scotch system, or the New England system, if it were not 
indeed altogether inferior to these ; and it is only by forty years of hard 
work, forty years of intense labor directed to this very point, that this 
noble system has been completed, which is now attracting the admiration 
and provoking the emulous zeal of the whole civilized world. Nor do 
the Prussians yet consider their system as perfect, but are still laboring as 
zealously for improvement as they were thirty years ago. Let not the 
government of Ohio, then, be discouraged, because the very slight degree 
of attention which they have for a very short time given to this subject, 
has not set them at once on the pinnacle of perfection, I hope the Legis- 
lature will continue, at least for a half century to come, to make this one 
of their chief objects of attention. 



(B) 

QUERIES ON EDUCATION. 

The following inquiries, with some others not here included, were 
made out by a committee of the Association of Teachers in Hamilton 
county. I obtained the answers during my tour in Europe, from Mr. 
Wood of the Sessional School in Edinburg, Scotland, Rev Mr. Kunze of 
the Frederick Orphan House, in Berlin, Prussia, and Professor Schwartz of 
the University of Heidelberg, in Baden. Ai? I received the answers 



53 

orally and In different languages, I cannot pretend to give them with 
verbal accuracy ; but I have endeavored in every instance to make a faith- 
ful representation of the sentiment. 

1. What is the best method of inculcating moral and religious duty in 
schools'? 

Mr. Wood. Every morning I have recitations in the Bible, accom- 
panied with such brief and pertinent remarks as naturally occur in con- 
neetion with the recitation. 

Mr. Kunze. In Prussia the scholars are all taught Luther's Smaller 
Catechism; they have a daily recitation in the Bible, beginning with the 
historical portions ; the schools are always opened and closed with prayer, 
and the singing of some religious hymns. The Bible and Psalm-book are 
the first books which are put into the hands of the child, and they are 
his constant companions through the whole course of his education, and 
required to be such through life. 

Professor Schioartz. Every teacher should have a religious spirit, and 
by his personal influence, diffuse it among his pupils. The religious and 
moral instruction in the schools of Baden is similar to that in Prussia, as 
stated by Mr. Kunze. 

2. What is the best mode of using the Bible in schools'? 

Mr. W. Take the whole Bible just as it is in our translation ; for the 
younger children, select the easier historical portions, and go through 
with it as the scholars advance. 

Mr. K. In Prussia we have tried all sorts of ways, by extracts, by new 
translations, by commentaries, written expressly for schools ; but after 
all those trials, there is now but one opinion among all acquainted with 
the subject, and that is, that the whole Bible, just as it stands in the 
translations in common use, should be a reading and recitation book in 
all the schools. lii the Protestant schools, Luther's translation is used, 
and in the Catholic schools, the translation approved by that church. The 
children are required not merely to repeat the words of the translation 
by rote, but to give a good exhibition of the real sentiment in their own 
language. 

Prof. S. Answer similar to Mr. Kunze's above. 

3. Method of governing schools — moral influence — rewards of merit — - 
emulation — corporeal punishmentf 

Mr. W. I use all the purely moral influence I can ; but rewards for 
the meritorious are highly necessary ; and as to the principle of emula- 
tion, I appeal to it more and more the longer I teach. The evils of emu- 
lation, such as producing discouragement or exciting envy in the less 
successful scholars, I avoid by equalizing the classes as much as possible, 
so that 'all the scholars of each class, may, as to their capabilities of im- 
provement, be nearly on a level. I know no successful school for young 
scholars where corporeal punishment is disused. The teacher must retain 
it as a last resort. 

Mr. K. The Bible, prayers, and singing, are most essential helps to 
the consistent teacher in governing his scholars ; but premiums, emula- 
tion, and corporeal punishment, have hitherto been found indispensable 
auxiliaries. In our schools we have premiums of books, and in the 
orphan house there is a prize of fifty dollars annually awarded to each of 
the most meritorious scholars, which is allowed to accumulate in the 
savings bank till the pupil comes of age, when it is given to him to aid 
in establishing him in business. Each teacher keeps a journal, divided 
under different heads, of all the delinquencies of his scholars, and if any 



54 

one has six in a month, he must suffer corporeal punishment. The instrU" 
ment of punishment is a cow-skin ; but no teacher is allowed to inflict 
more than four blows at any one time, or for any offence. This kind of 
punishment is not often needed. Of the 380 boys in the orphan house 
not more than two in a month render themselves liable to it. After the 
scholar enters the gymnasiam, he is no longer liable to corporeal punish- 
ment ; but in all the schools below this, it is held in reserve as the last 
resort. 

Prof. S. I do not approve of rewards as a means of discipline. Emu- 
lation may be appealed to a little ; but much of it is not good, it is so 
liable to call forth bitter and unholy feeling. The skilful teacher, who 
gains the confidence and affection of his scholars, can govern without 
emulation or rewards, and with very little of corporeal punishment. In 
a school in Heidelberg of 150 children under ten years of age, not two 
in a year suffer this kind of punishment. In Baden the teacher is not 
allowed to strike a scholar without obtaining permission of the school in- 
spector, and in this way all hasty and vindictive punishments are pre- 
vented. The daily singing of religious hymns is one of the most efficient 
means of bringing a school under a perfect discipline by moral influence. 

4. What is generally the best method of teaching? 

Mr. W. As much as possible by conversation ; as little as may be by 
mere book recitation. The pupil must always learn from the book. 

Mr. K. Lively conversation. Very few teachers in Prussia ever use 
a book in recitation. The pupils study from books, and recite without 
them. 

Prof. S. The hving word in preference to the dead letter. 

5. Employment of female teachers'? 

Mr. W. For young children they do well ; and if good female teachers 
can be obtained, they might perhaps carry female education through 
without the help of male teachers. 

Mr. K. Female teachers have not been much employed in Prussia, 
they are not generally successful. In a few instances they have done 
well. 

Prof. S. Man is the divinely appointed teacher ; but for small children 
female teachers do well ; and in respect to all that pertains to the heart 
and the fingers they are even better than male teachers. It is not good 
that females should be educated entirely by teachers of their own sex ; 
the female cannot be educated completely without the countenance of 
man to work upon the heart. 

6. Is there any difference in the course of instruction for male and 
female schools] 

Mr. K. None in the primary schools ; but in the higher schools the 
course of instruction for males is more rigidly scientific than for females ; 
and some branches of study are appropriate to the one class of schools 
which do not at all come into the other, and vice versa. 

7. Public endowments for female schools of a high order] 
Mr. W. There are no such endowments in Scotland. 

Mr. K. There are very few in Prussia; only one in Berhn, but that a 
very good one. Female schools of a high order are mostly sustained by 
individual effort, under the supervision of the magistrates, but without 
aid from the Government. 

Prof. S. "We have none in Baden, nor are they needed for the female. 
The house is her school; and such are her susceptibilities, and her quick- 
ness of apprehension, that she is fitted by Providence to learn from real 



55 

life; and she often learns thus, more successfully than boys can be taught 
in the school. 

8. Number of studies to be pursued simultaneously in the different 
stages of instruction'! 

Mr. W. I begin with reading and writing (on slates) together, and as 
the scholars advance, increase the number of branches. 

Mr. K. We begin all together, reading, writing, arithmetic, grammar, 
&c., and so continue throughout. 

Prof. S. The younger the fewer, the older the more. 

9. Infant schools'? 

Mri Wi For children who are neglected by their parents, for poor or- 
phans, and such like, they ai*e excellent, but parents who are able to take 
care of their own children, ought to do it, and not send them to the infant 
school. 

Mr. K. I regard them as highly useful for all classes of children, the 
rich and the poor, the good and the bad; but the Prussian Government 
discourages them, except for the vicious and the neglected. The King 
admits them only where parental instruction cannot be had. 

Prof. S. Highly useful, and very much increasing in Europe. In Italy, 
particularly in Lombardy, they are fast gaining ground under the care of 
truly Christian teachers. 

10. The Pestalozzian system'? 

Mr. W. It has many good things, with some quackery. As a whole, 
it is too formal. 

Mr. K. In Prussia, not approved as a whole and in arithmetic entirely 
disused. 

Prof. S. One of the steps by which we arrived at our present stage of 
advancement; but we have got beyond it now. 

11. Number of pupils to one teacher in the different stages of instruc- 
tion] 

Mr. W. In the elementary stages, if the teacher has good monitors,* 
he may safely take charge of from 100 to 600 pupils; as they advance, he 
must diminish the number, but only on account of the difficulty of obtain- 
ing good monitors in the higher branches. 

Mr. K. In Prussia, generally about 40 in the elementary branches, and 
in the higher branches fewer. 

Prof. S. In Baden the maximum is 80, on account of the difficulty, in 
that populous district, of maintaining a sufficient number of schoolmas- 
ters for the whole population. As the scholars advance, the number is 
diminished. 

12. Systematic division of the different branches of instruction in 
schools'? 

Mr. W. 

Mr. K. The schools in Prussia are all divided according to the differ- 
ent branches, and each branch has its own teacher. 

Prof. S. Not good to attempt a systematic division in the elementary 
schools, but very useful for the higher schools. Young children need to 
be brought under the influence of one teacher, and not have their atten- 
tion and affection divided among many. 

13. Mode of instructing those who are preparing themselves to be 
teachers'? 

* Monitors, in Mr. Wood's school, occupy the place of assistant tewhers, and 
each class has its monitor. 



56 

Mr. W. Employ them as monitors under a good teacher, with some 
theoretical instruction. This is matter of opinion, not of experience; for 
we have in Scotland no institutions for the preparation of teachers. 

Mr. K. In the seminaries for teachers, there are lectures on the theory 
of education, mode of teaching, &c.; but the pupils are taught principally 
by practical exercises in teaching the scholars of the model schools at- 
tached to these institutions, and they also labor to perfect themselves in 
the branches they are to teach. 

Prof. S. The general principles of method may be communicated in 
lectures, but schools for actual practical exercise in teaching are indis- 
pensable. They must also become perfectly familiar with the branches 
they are to teach. 

14. Estimation in which the teacher is held, and his income in propor- 
tion to that of the other professions 1 

Mr. W. With us, rising, in both respects, but as yet far below the 
other professions. 

Mr. Ki, In Prussia, the elementary teachers are highly respected and 
competently maintained; they rank as the better sort of mechanics, and 
the head teachers rank next to clergymen. The salary low — that of the 
subordinate teachers, very low. 

Prof. S. "With us, the worthy teacher holds a respectable rank, and 
can sit at table with noblemen. The salary has recently been raised, but 
it is still below that of the clergyman. 

15. Subordination among teachers'? 

Mr. W. Very desirable, but exceedingly difficult to carry it to any ex- 
tent. 

Mr. K. As strict subordination among the teachers of the school, as 
among the officers of the army. 

Prof. S. Strict subordination must be maintained, 

16. Mode of securing punctual and universal attendance of scholars 
till the full round of instruction is completed'? 

Mr. W. By acting on the parents. 

Mr. K. By strict laws, rigorously executed. 

Prof. S. By law. 

17. Control of teachers over their scholars out of school hours" 

Mr. W. The laws of the school are never to be violated, even out of 
school hours. Difficult to carry it any further. 

Mr. K. The teacher has the control, so far as he can get it. Govern- 
ment sustains him in it. 

Prof. S. In all that relates to the school, the teacher must have the 
control out of school hours. 

18. How are schools affected by political changes in the administra- 
tion of the government'? 

Mr, W. We have had fears, but as yet have suffered no actual evil. 
Mr. K. We have no changes in Prussia. 

Prof. S. The school must remain sacred and inviolate, untroubled by 
political changes. 

19. School apparatus and library? 

Mr. W. Very desirable, but little done that way, as yet, in Scotland. 

Mr. K. Most of our schools are provided with them, and we consider 
them very important. 

Prof. S. The teachers must have access to good books; and if they 
are industrious and skillful, the pupils will not suffer for want of a library. 

20. How can accuracy of teaching be secured? 



57 

J^r. W, Every thing depends on the teacher. 
Mr. K. Very accurate in Prussia; the Government will have it so. 
Prof. S. The teacher must understand his profession, and devote 
himself to it. . 

21. Governmental supervision of schools, and mode of securing respon- 
sibiUty in the supervisors'! 

J\Ir. W. I cannot tell. In this country it is very inefficient, as it must 
be, unless the visitors receive pay for their services. 

Mr. K. In this country the governmental supervision is very strict, 
and produces a very happy influence. The supervisors are paid for their 
work, and obhged to attend to it. Responsibility is secured by requiring 
minute and accurate periodical reports, and by a special visitation as often 
as once in three years. 

Prof. S. The supervisors must be paid; there must be strict subordi- 
nation, accurate returns, and special visitations. 

22. How are good teachers to be obtained in sufficient numbers'? 
Mr. W. I cannot tell. It is difficult here. 

Mr. K. By means of our teachers' seminaries — we have them in abun- 
dance. 

Profs. By teachers' seminaries, and private teaching, we have 
enough. In your country it must always be difficult while there is such 
an amount of business accessible which is so much more lucrative. 

23. Extent of qiialification demanded of elementary teachers'? 
Mr. W. In Scotland, there is no general rule. 

Mr. K. &<• Prof. S. In Prussia and Baden, the demands are ample, and 
rigidly enforced. 

24. Governmental supervision of private schools? 
Mr. TV. Of doubtful expediency. 

Mr. K. Very strict in Prussia, and altogether beneficial in its influence. 
Prof S. Leave the private schools free, but regulate them, and see 
that the teachers do their duty. 

25. Associations of teachers? 

Mr. W. Not yet introduced in Scotland, but very desirable. 

Mr. K. 6,- Prof S. Highly useful, and demanded and regulated by the 
Government. Written essays and discussions, and mutual communica- 
'ion of experience, the business of these Associations. 



O—Kn. REF. 



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